Collaborative Online International Learning: A Promising Practice for Developing Intercultural and Global Competencies with Turkish and American Teacher Candidates
DOI:
https://doi.org/10.36366/frontiers.v36i2.925Keywords:
Global citizenship education, global competencies, intercultural competencies, teacher education, virtual exchange, Küresel vatandaşlık eğitimi, küresel yetkinlikler, kültürlerarası yetkinlikler, öğretmen eğitimi, sanal değişimAbstract
This exploratory study examines Collaborative Online International Learning (COIL) efforts of two teacher educators at Turkish and American universities who co-designed teacher education courses intending to develop intercultural and global competencies among students. Drawing from theoretical perspectives of Global Citizenship Education (GCE) (UNESCO, 2015), global competencies (Asia Society, 2008), and intercultural competencies (Barrett, 2018), the instructors virtually linked the two institutions, co-designed course syllabi and assignments, and promoted virtual exchange with teacher candidates. All students collaborated on two course assignments: 1) Comparative Intercultural Exchange - creation and analysis of autobiographical videos communicating personal, social, and cultural identities; and 2) Sustainable Development Goals (SDGs) Critical Inquiry - analysis and presentation of SDG targets at local, national, and global levels. Data analysis revealed five salient themes across American and Turkish students. The findings indicate that students considered the COIL project an affirming experience in developing intercultural and global competencies.
Abstract in Turkish
Bu keşifsel çalışma, öğrenciler arasında kültürlerarası ve küresel yeterliliklerin geliştirilmesini amaçlayan öğretmen eğitimi derslerini birlikte tasarlayan Türk ve Amerikan üniversitelerindeki iki öğretim üyesinin İşbirlikçi Çevrimiçi Uluslararası Öğrenme (COIL) çabalarını incelemektedir. Küresel Vatandaşlık Eğitimi (KVE) (UNESCO, 2015), küresel yeterlikler (Asya Topluluğu, 2008) ve kültürlerarası yeterlikler (Barrett, 2018) teorik perspektiflerinden yararlanan eğitmenler, iki kurumu sanal olarak birbirine bağladı, ders müfredatlarını ve ödevleri birlikte tasarladı ve öğretmen adaylarıyla sanal değişimi teşvik etti. Tüm öğrenciler bir dersle ilişkili iki ödev üzerinde işbirliği yaptı: 1) Karşılaştırmalı Kültürlerarası Değişim - kişisel, sosyal ve kültürel kimlikleri ileten otobiyografik videoların oluşturulması ve analizi; ve 2) Sürdürülebilir Kalkınma Hedefleri (SKH) Eleştirel Sorgulama - yerel, ulusal ve küresel düzeylerde SKH hedeflerinin analizi ve sunumu. Veri analizi, Amerikalı ve Türk öğrenciler arasında beş belirgin temayı ortaya çıkardı. Bulgular, öğrencilerin COIL projesini kültürlerarası ve küresel yeterliklerin geliştirilmesinde olumlu bir deneyim olarak gördüklerini göstermektedir.
Downloads
References
Andreotti, A., S. Stein, K. Pashby, & M. Nicolson. (2016). “Social Cartographies as Performative Devices in Research on Higher Education.” Higher Education Research and Development, 35(1), 84–99. DOI: 10.1080/07294360.2015.1125857. DOI: https://doi.org/10.1080/07294360.2015.1125857
Andreotti, V. (2006). Soft versus critical global citizenship. Policy and Practice: A Development Education Review, 3(Autumn), 40-51.
Arndt, S., Madrid Akpovo, S., Tesar, M., Han, T., Huang, F., & Halladay, M. (2021). Collaborative online learning across borders (COLAB): Examining intercultural understandings of preservice teachers in a virtual cross-cultural university-based program. Journal of Research in Childhood Education, 35(2), 281–296. https://doi.org/10.1080/02568543.2021.1880994 DOI: https://doi.org/10.1080/02568543.2021.1880994
Asia Society. (2008). Going global: Preparing our students for an interconnected world. Retrieved June 26, 2024, from https://asiasociety.org/education/going-global
Asia Society/OECD. (2018). Teaching for global competence in a rapidly changing world, New York. http://dx.doi.org/10.1787/9789264289024en.
Association of American Colleges and Universities (AACU). (2015). Global learning VALUE rubric. Washington, DC
Awada, G., & Gutiérrez-Colón, M. (2019). Effect of cooperative learning instruction and blogs on apprehension of intercultural communication. Journal of Educational Technology Systems, 48(1), 72–96. https://doi.org/10.1177/0047239519838217 DOI: https://doi.org/10.1177/0047239519838217
Bamber, P. (Ed.) (2020). Teacher education for sustainable development and global citizenship: Critical perspectives on values, curriculum and assessment. Routledge. DOI: https://doi.org/10.4324/9780429427053
Bamber, P., Bullivant, A., & Stead, D. (2013). Measuring attitudes towards global learning among future educators in England. International Journal of Development Education and Global Learning, 5(3), 5–27. https://doi.org/10.18546/ijdegl.05.3.02 DOI: https://doi.org/10.18546/IJDEGL.05.3.02
Baroni, A., D., M., García, P. G., Guth, S., Hauck, M., Helm, F., & Rogaten, J. (2019). Executive summary—The key findings from the EVALUATE European policy experiment project on the impact of virtual exchange on initial teacher education. Research-publishing.net. https://doi.org/10.14705/rpnet.2019.30.9782490057344 DOI: https://doi.org/10.14705/rpnet.2019.30.9782490057344
Barrett, M. (2018). How schools can promote the intercultural competence of young people. European Psychologist. 23(1), 93–104. https://doi.org/10.1027/1016-9040/a000308 DOI: https://doi.org/10.1027/1016-9040/a000308
Boix Mansilla, V. (2016). How to be a global thinker. Educational Leadership, 74(4), 10–16.
Boix Mansilla, V., & Chua, F. (2016). Signature pedagogies in global competence education: Understanding quality teaching practice. In S. Choo, D. Sawch, A. Villanueva, R. Vinz (Eds.), Educating for the 21st century: Perspectives, policies and practices from around the world (pp. 93-116). Springer. DOI: https://doi.org/10.1007/978-981-10-1673-8_25
Byker, E. J., & Xu, T. (2019). Developing global competencies through international teaching: Using critical cosmopolitan theory to compare case studies of two study abroad programs. Frontiers: The Interdisciplinary Journal of Study Abroad, 31(2), 105–120. https://doi.org/10.36366/frontiers.v31i2.457 DOI: https://doi.org/10.36366/frontiers.v31i2.457
Collier, M. J. (2003). Negotiating intercultural alliance relationships: Toward transformation. In M. J. Collier (Ed.), Intercultural alliances: Critical transformation (pp. 1–16). Sage. DOI: https://doi.org/10.4135/9781452233154.n1
Council for the Accreditation Educator Preparation (CAEP). (2013). Standards. Retrieved June 26, 2024, from http://caepnet.org/~/media/Files/caep/standards/caep-2013-accreditation-standards.pdf
Crawford, E., Higgins, H., & Hilburn, J. (2020). Using a global competence model in an instructional design course before social studies methods: A developmental approach to global teacher education. The Journal of Social Study Research, 44(4), 367-381. https://doi.org/10.1016/j.jssr.2020.04.002 DOI: https://doi.org/10.1016/j.jssr.2020.04.002
Deardorff, D. K. (2006). Identification and assessment of intercultural competence as a student outcome of internationalization. Journal of Studies in Intercultural Education, 10(3), 241-266. https://doi.org/10.1177/1028315306287002 DOI: https://doi.org/10.1177/1028315306287002
Deardorff, D. K. (2009). The Sage handbook of intercultural competence. Sage. DOI: https://doi.org/10.4135/9781071872987
Dooly, M., & Vinagre, M. (2022). Research into practice: Virtual exchange in language teaching and learning. Language Teaching, 55(3), 392-406. DOI: 10.1017/S0261444821000069 DOI: https://doi.org/10.1017/S0261444821000069
Estellés, M. & Fischman, G.E. (2020). Who needs global citizenship education? A review of the literature on teacher education. Journal of Teacher Education, 72(2), 223-236. DOI: 10.1177/0022487120920254 DOI: https://doi.org/10.1177/0022487120920254
Gaudelli, W. (2016). Global citizenship education: Everyday transcendence. Routledge. DOI: https://doi.org/10.4324/9781315683492
GEFI [Global Education First Initiative] (2012). The UN Secretary-General’s global initiative on education. Retrieved June 24, 2024, from https://unesdoc.unesco.org/ark:/48223/pf0000217826
Godwin-Jones, R. (2019). Telecollaboration as an approach to developing intercultural communication competence. Language Learning & Technology, 23(3), 8–28. http://hdl.handle.net/10125/44691.
Goren, H., & Yemini, M. (2017). Global citizenship education redefined – A systematic review of empirical studies on global citizenship education, International Journal of Education Research 82, 170-183. http://dx.doi.org/10.1016/j.ijer.2017.02.004 DOI: https://doi.org/10.1016/j.ijer.2017.02.004
Grossman, D. L. (2018). Global education. In M. Manfra and C. Bolick (eds), The Wiley handbook of social studies research (pp. 518–568). Wiley. DOI: https://doi.org/10.1002/9781118768747.ch23
Hauerwas, L. B., Gomez-Barreto, I. M., Boix Mansilla, V. & Fernández, R. S. (2023). Transformative Innovation in teacher education: Research toward a critical global didactica. Teaching and Teacher Education, 123, 103974, https://doi.org/10.1016/j.tate.2022.103974 DOI: https://doi.org/10.1016/j.tate.2022.103974
Hauerwas, L. B., Kerkhoff, S., & Schneider, S (2021). Glocality, reflexivity, interculturality and world making: A framework for critical global teaching. Journal of Research in Childhood Education, 35(2), 185-199. https://doi.org/10.1080/02568543.2021.1900714 DOI: https://doi.org/10.1080/02568543.2021.1900714
Hauerwas, L. B., Skawinski, S. F., & Ryan, L. B. (2017). The longitudinal impact of teaching abroad: An analysis of intercultural development. Teaching and Teacher Education, 67, 202-213. https://doi.org/10.1016/j.tate.2017.06.009 DOI: https://doi.org/10.1016/j.tate.2017.06.009
Hur, J. W., Shen, Y. W., & Cho, M. H. (2020). Impact of intercultural online collaboration project for pre-service teachers. Technology, Pedagogy and Education, 29(1), 1–17. https://doi.org/10.1080/1475939X.2020.1716841 DOI: https://doi.org/10.1080/1475939X.2020.1716841
Kerkhoff, S. (2018). Teaching for global readiness: A model for locally situated and globally connected literacy instruction. In E. Ortlieb & E. Cheek Jr. (Eds) Addressing diversity in literacy instruction (pp. 193-205). Emerald. DOI: https://doi.org/10.1108/S2048-045820170000008009
King Ramírez, C. (2020). Influences of academic culture in collaborative online international learning (COIL): Differences in Mexican and US students' reported experiences. Foreign Language Annals, 53(3), 438- 457. https://doi.org/10.1111/flan.12485 DOI: https://doi.org/10.1111/flan.12485
Kirby, M. M., & Crawford, E. O. (2012). The preparation of globally competent teachers: A comparison of American and Australian education policies and perspectives. Global Partners in Education Journal, 2(1), 12-24.
Kopish, M. A., & Marques, W. (2020). Leveraging technology to promote global citizenship in teacher education in the United States and Brazil. Research in Social Sciences and Technology, 5(1), 45-69. https://doi.org/10.46303/ressat.05.01.3 DOI: https://doi.org/10.46303/ressat.05.01.3
Kopish, M. A., & Shahri, B. (in press). Preparing globally competent middle childhood teacher candidates. Journal of International Social Studies.
Kopish, M. A., Shahri, B., & Amira, M. (2019). Developing globally competent teacher candidates through cross-cultural experiential learning. Journal of International Social Studies, 9(2), 3-34. https://eric.ed.gov/?id=EJ1236315
Kopish, M.A. (2016). Preparing globally competent teacher candidates through cross-cultural experiential learning. Journal of Social Studies Education Research, 7(2), 75-108. https://dergipark.org.tr/en/pub/jsser/issue/26846/282299
Kopish, M.A. (2017). Global citizenship education and the development of globally competent teacher candidates. Journal of International Social Studies, 7(2), 20-59. https://eric.ed.gov/?id=EJ1160526
Krebs, K. C. (2020). Global, international, and intercultural learning in university classrooms across the disciplines. Research in Comparative and International Education, 15(1), 36-51. https://doi.org/10.1177/1745499920901947 DOI: https://doi.org/10.1177/1745499920901947
Levrau, F., & Loobuyck, P. (2013). Should interculturalism replace multiculturalism? A plea for complementarities. Ethical Perspectives, 20(4), 605–630. DOI:10.2143/EP.20.4.3005352.
Little, S., Golledge, M., Agarwalla, H., Griffiths, B., & McCamlie, D. (2019). Global teachers as global learners: Intercultural teacher training in international settings. London Review of Education, 17(1), 38–51. https://doi.org/10.18546/lre.17.1.04 DOI: https://doi.org/10.18546/LRE.17.1.04
Longview Foundation. (2008). Teacher preparation for the global age: The imperative for change. Longview Foundation.
Madrid Akpovo, S., & Nganga, L. (2018). Minority-world professionals in majority-world contexts: How do international field experiences promote intercultural competence or reinforce ethnocentrism? Contemporary Issues in Early Childhood, 19(2), 1–7. https://doi.org/10.1177/1463949118778024 DOI: https://doi.org/10.1177/1463949118778024
Merino, M., & Tileaga, C. (2011). The construction of ethnic minority identity: A discursive psychological approach to ethnic self-definition in action. Discourse & Society, 22(1), 86-101. DOI: 10.1177/0957926510382834 DOI: https://doi.org/10.1177/0957926510382834
O’Dowd, R. (2020). A transnational model of virtual exchange for global citizenship education. Language Teaching, 53(4), 477–490. https://doi.org/10.1017/S0261444819000077 DOI: https://doi.org/10.1017/S0261444819000077
O’Dowd, R. (2023). Issues of equity and inclusion in virtual exchange. Language Teaching, 1–13. DOI: 10.1017/S026144482300040X DOI: https://doi.org/10.1017/S026144482300040X
O’Dowd, R. and Lewis, T. (Eds.). (2016). Online intercultural exchange: Policy, pedagogy, practice. Routledge.
O’Dowd, R., & Dooly, M. (2020). Intercultural communicative competence through telecollaboration and virtual exchange. In J. Jackson (Ed.), The Routledge handbook of language and intercultural communication (2nd ed., pp. 361–375). Routledge. DOI: https://doi.org/10.4324/9781003036210-28
O’Dowd, R. (2011). Online foreign language interaction: Moving from the periphery to the core of foreign language education? Language Teaching, 44(3), 368–380. https://doi.org/10.1017/S0261444810000194 DOI: https://doi.org/10.1017/S0261444810000194
O'Dowd, R. (2013). Telecollaborative networks in university higher education: Overcoming barriers to integration. Internet and Higher Education, 18, 47–53. http://dx.doi.org/10.1016/j.iheduc.2013.02.001 DOI: https://doi.org/10.1016/j.iheduc.2013.02.001
O'Dowd, R., & Ritter, M. (2006). Understanding and working with ‘failed communication’ in telecollaborative exchanges. CALICO Journal, 61(2), 623-642. https://doi.org/10.1558/cj.v23i3.623-642 DOI: https://doi.org/10.1558/cj.v23i3.623-642
OECD. (2018). Preparing our youth for an inclusive and sustainable world. The OECD PISA global competence framework.
Owusu-Agyeman, Y. (2022). Intercultural relationships and students’ sense of social connectedness in a South African university. The Review of Education Pedagogy & Cultural Studies, 44(3), 253–280. https://doi.org/10.1080/10714413.2021.1919474 DOI: https://doi.org/10.1080/10714413.2021.1919474
Parmigiani, D., Jones, S. L., Silvaggio, C., Nicchia, E., Ambrosini, A., Pario, M., Pedevilla, A., & Sardi, I. (2022). Assessing global competence within teacher education programs. How to design and create a set of rubrics with a modified Delphi method. SAGE Open, 12(4), 1-13. https://doi.org/10.1177/21582440221128794 DOI: https://doi.org/10.1177/21582440221128794
Pashby, K., da Costa, M., Stein, S. & Andreotti, V. (2020) A meta-review of typologies of global citizenship education, Comparative Education, 56(2), 144-164. DOI: 10.1080/03050068.2020.1723352 DOI: https://doi.org/10.1080/03050068.2020.1723352
Reynolds, R., MacQueen, S., & Ferguson-Patrick, K. (2019). Educating for global citizenship: Australia as a case study. International Journal of Development Education and Global Learning, 11(1), 103–119. https://doi.org/10.18546/IJDEGL.11.1.07 DOI: https://doi.org/10.18546/IJDEGL.11.1.07
Rubin, J., & Guth, S. (2015). Collaborative online international learning: An emerging format for internationalizing curricula. In A. S. Moore & S. Simon (Eds.), Globally networked teaching in the humanities: Theories and practices (pp. 15-27). Routledge.
Rubin, J., & Guth, S. (2022). The guide to COIL virtual exchange: Implementing, growing, and sustaining collaborative online international learning. Routledge DOI: https://doi.org/10.4324/9781003447832-5
Sant, E., Davies, I., Pashby, K., & Shultz, L. (2018). Global citizenship education: A critical introduction to key concepts and debates. Bloomsbury Publishing. DOI: https://doi.org/10.5040/9781474286749
Soong, H., Kerkham, L., Reid-Nguyen, R., Lucas, B., Geer, R., & Mills-Bayne, M. (2020). Reimagining transcultural identity: A case study of field experiences for international preservice teachers. Teaching Education, 32(4), 1–17. https://doi.org/10.1080/10476210.2020.1790516 DOI: https://doi.org/10.1080/10476210.2020.1790516
Stein, S., Andreotti, V. D. O., & Suša, R. (2016). “Beyond 2015”, within the modern/colonial global imaginary? Global development and higher education. Critical Studies in Education, 60(3), 1–21. DOI: 10.1080/17508487.2016.1247737 DOI: https://doi.org/10.1080/17508487.2016.1247737
Tarozzi, M., & Mallon, B. (2019). Educating teachers toward global citizenship: A comparative study in four European countries. London Review of Education, 17(2), 112–125. https://doi.org/10.18546/LRE.17.2.02 DOI: https://doi.org/10.18546/LRE.17.2.02
Tichnor-Wagner, A., Parkhouse, H., Glazier, J., & Cain, J. M. (2019). Becoming a globally competent teacher. ASCD.
Ullom, C. (2017). Leveraging technology to create mindful intercultural learning experiences in undergraduate education. In A. Lee & R. D. Williams (Eds.), Engaging dissonance: Developing mindful global citizenship in higher education (Vol. 9, pp. 129–156). Emerald Publishing Limited. https://doi.org/10.1108/S2055-364120170000009007 DOI: https://doi.org/10.1108/S2055-364120170000009007
UNESCO. (2015). Global citizenship education: Topics and learning objectives. United Nations. DOI: https://doi.org/10.54675/DRHC3544
United Nations. (2015). The 17 sustainable development goals. United Nations. Retrieved June 26, 2024 from https://sdgs.un.org/goals
Villar-Onrubia, D. & Rajpal, B. (2016). Online international learning: Internationalising the curriculum through virtual mobility at Coventry University. Perspectives: Policy and Practice in Higher Education, 20(2-3), 75-82. https://doi.org/10.1080/13603108.2015.1067652 DOI: https://doi.org/10.1080/13603108.2015.1067652
Wimpenny, K., Adefila, A., DeWinter, A. (2018). JOVITAL: A needs analysis report contextualizing the state of the art in international online teaching and learning, with particular attention to the Jordanian case. Coventry: Coventry University. DOI: 10.18552/jovital/2018/001 DOI: https://doi.org/10.18552/jovital/2018/001
Yemini, M., Tibbitts, F., & Goren, H. (2019). Trends and caveats: Review of literature on global citizenship education in teacher training. Teaching and Teacher Education, 77, 77-89. https://doi.org/10.1016/j.tate.2018.09.014 DOI: https://doi.org/10.1016/j.tate.2018.09.014
Yin, R. K. (2009). Case study research: Design and methods. Sage.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Michael Kopish, Filiz Zayimoğlu Oztürk
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
