COIL 的教学维度和跨文化学习成果：2013-2022年间发表的研究综述

IF 2.8 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Studies in International Education Pub Date : 2024-07-25 DOI:10.1177/10283153241262462

Ruben Fukkink, Rochelle Helms, Odette Spee, Arantza Mongelos, Kari Bratland, Rikke Pedersen

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引用次数: 0

摘要

本系统性综述研究了在线国际协作学习（COIL）/国际虚拟交流（VE）项目中跨文化学习的教学障碍和促进因素，以及相关成果。研究分析了 2010-2022 年间在 ERIC、PsychInfo、Scopus 和 Web of Science 等数据库中发表的 56 篇研究报告。根据 TPACK 模型作为分析框架，研究结果表明，在 COIL 的准备、执行和评估阶段，如果能有效解决与教学知识、教学内容知识和技术教学知识相关的不同障碍和促进因素，COIL 就能对跨文化学习产生积极影响。总体而言，大多数跨文化学习的结果是积极的（61.8%），但也有报告称情感、行为和认知领域的结果为零（23.6%）和消极的结果（14.5%）。本综述为使用 COILs 进行跨文化学习提供了教学建议，并讨论了现有知识库的优势和局限性。

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Pedagogical Dimensions and Intercultural Learning Outcomes of COIL: A Review of Studies Published Between 2013–2022

This systematic review examines pedagogical barriers and facilitators for intercultural learning in Collaborative Online International Learning (COIL)/International Virtual Exchange (VE) projects, as well as their related outcomes. The review analyzed 56 studies published between 2010–2022 in the databases ERIC, PsychInfo, Scopus, and Web of Science. Following the TPACK model as an analytical framework, findings suggest that COILs can have a positive impact on intercultural learning when different barriers and facilitators related to pedagogical knowledge, pedagogical content knowledge, and technological pedagogical knowledge are effectively addressed throughout the preparation, execution, and evaluation stages of COILs. Overall, the majority of outcomes for intercultural learning were positive (61.8%), but also zero results (23.6%) and negative findings (14.5%) have been reported for the affective, behavioral, and cognitive domain. The review offers pedagogical recommendations for intercultural learning with COILs, along with a discussion of strengths and limitations of the current knowledge base.

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来源期刊

Journal of Studies in International Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

6.90

自引率

8.30%

发文量

期刊介绍： To broaden the discourse on the role of international cooperation and exchange in developing the human capacity to work in a global setting, the Journal of Studies in International Education provides a forum combining the research of scholars, models from practitioners in the public or private sector, and essays. The journal publishes research, essays, and reviews on international education. Articles place issues at the primary, secondary, higher education, professional exchange, and lifelong learning levels in a global context. Topics include: study abroad; curriculum reform; faculty development; and development assistance. Articles on related topics such as public policy and internationalization strategies also appear in the Journal.