Global citizenship cultivation through COIL-PBL model: case study of the Great Debates course
The current global political, economic, and social challenges urge the need to cultivate global citizenship among students in their learning process. This paper presents the role of Collaboration Online International Learning (COIL) using the Project-Based Learning (PBL) approach in cultivating glob...
Guardado en:
| Autores principales: | , , |
|---|---|
| Formato: | article |
| Lenguaje: | DE EN FR |
| Publicado: |
University of Groningen Press
2021
|
| Materias: | |
| Acceso en línea: | https://doaj.org/article/001b61e736db405288e0684f785b17eb |
| Etiquetas: |
Agregar Etiqueta
Sin Etiquetas, Sea el primero en etiquetar este registro!
|
| Sumario: | The current global political, economic, and social challenges urge the need to cultivate global citizenship among students in their learning process. This paper presents the role of Collaboration Online International Learning (COIL) using the
Project-Based Learning (PBL) approach in cultivating global citizenship among university students. The paper explains the different implementation challenges of a COIL course on the different levels and core design elements of the COIL-PBL model to overcome such challenges. Empirically, this paper presents a primary case study of the Great Debates course that was implemented in different forms by three partner universities, which are the University of Washington Bothell (UWB), the University of North Carolina Asheville (UNCA) in the USA, and the Future University in Egypt (FUE). The implementation showed a positive impact on cultivating global citizenship among participating students, which is
clear from developments in students’ skills in the areas of cross-cultural communication and negotiation, cultural sensitivity and tolerance, teamwork and coordination across virtual global teams, analytical skills, and perception toward other cultures and society. Notably, the COIL-PBL model has started to gain further popularity after the COVID-19
pandemic as an alternative for physical mobility, which encourages future research in this area using other implemented courses using the COIL-PBL model. |
|---|