Fostering Distance Education: Lessons From a United States-England Partnered Collaborative Online International Learning Approach

Collaborative Online International Learning (COIL) is a teaching and learning approach whereby entire courses or modules are co-developed and team taught by instructors from different institutions for students of both institutions. Since 2006, the approach has been gaining in mass appeal; however, c...

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Autores principales:	Lucy A. Ingram, Courtney Monroe, Hayley Wright, Amy Burrell, Rebecca Jenks, Simon Cheung, Daniela B. Friedman
Formato:	article
Lenguaje:	EN
Publicado:	Frontiers Media S.A. 2021
Materias:	collaborative online international learning distance education United States England higher education Education (General) L7-991
Acceso en línea:	https://doaj.org/article/d1c3239de9ec4451a99a21a7f3db3aee
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spelling	oai:doaj.org-article:d1c3239de9ec4451a99a21a7f3db3aee2021-12-01T23:34:04ZFostering Distance Education: Lessons From a United States-England Partnered Collaborative Online International Learning Approach2504-284X10.3389/feduc.2021.782674https://doaj.org/article/d1c3239de9ec4451a99a21a7f3db3aee2021-12-01T00:00:00Zhttps://www.frontiersin.org/articles/10.3389/feduc.2021.782674/fullhttps://doaj.org/toc/2504-284XCollaborative Online International Learning (COIL) is a teaching and learning approach whereby entire courses or modules are co-developed and team taught by instructors from different institutions for students of both institutions. Since 2006, the approach has been gaining in mass appeal; however, considering our present-day global coronavirus pandemic, COILs have a renewed relevance in academia. Faculty from the University of South Carolina (United States) and Coventry University (England) embarked on a COIL partnership yielding a valuable experience that can serve as a model for other institutions that are interested in developing innovative and cross-cultural distance learning opportunities. The purpose of this paper is to explain how the institutional partnership emerged, describe the course content, and provide lessons that our team learned through the COIL development and implementation process. Our experience as a first-time COIL partnership is a model for others to consider as the landscape for the academic enterprise expands the confines of brick-and-mortar institutions.Lucy A. IngramCourtney MonroeHayley WrightAmy BurrellRebecca JenksSimon CheungDaniela B. FriedmanFrontiers Media S.A.articlecollaborative online international learningdistance educationUnited StatesEnglandhigher educationEducation (General)L7-991ENFrontiers in Education, Vol 6 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	collaborative online international learning distance education United States England higher education Education (General) L7-991
spellingShingle	collaborative online international learning distance education United States England higher education Education (General) L7-991 Lucy A. Ingram Courtney Monroe Hayley Wright Amy Burrell Rebecca Jenks Simon Cheung Daniela B. Friedman Fostering Distance Education: Lessons From a United States-England Partnered Collaborative Online International Learning Approach
description	Collaborative Online International Learning (COIL) is a teaching and learning approach whereby entire courses or modules are co-developed and team taught by instructors from different institutions for students of both institutions. Since 2006, the approach has been gaining in mass appeal; however, considering our present-day global coronavirus pandemic, COILs have a renewed relevance in academia. Faculty from the University of South Carolina (United States) and Coventry University (England) embarked on a COIL partnership yielding a valuable experience that can serve as a model for other institutions that are interested in developing innovative and cross-cultural distance learning opportunities. The purpose of this paper is to explain how the institutional partnership emerged, describe the course content, and provide lessons that our team learned through the COIL development and implementation process. Our experience as a first-time COIL partnership is a model for others to consider as the landscape for the academic enterprise expands the confines of brick-and-mortar institutions.
format	article
author	Lucy A. Ingram Courtney Monroe Hayley Wright Amy Burrell Rebecca Jenks Simon Cheung Daniela B. Friedman
author_facet	Lucy A. Ingram Courtney Monroe Hayley Wright Amy Burrell Rebecca Jenks Simon Cheung Daniela B. Friedman
author_sort	Lucy A. Ingram
title	Fostering Distance Education: Lessons From a United States-England Partnered Collaborative Online International Learning Approach
title_short	Fostering Distance Education: Lessons From a United States-England Partnered Collaborative Online International Learning Approach
title_full	Fostering Distance Education: Lessons From a United States-England Partnered Collaborative Online International Learning Approach
title_fullStr	Fostering Distance Education: Lessons From a United States-England Partnered Collaborative Online International Learning Approach
title_full_unstemmed	Fostering Distance Education: Lessons From a United States-England Partnered Collaborative Online International Learning Approach
title_sort	fostering distance education: lessons from a united states-england partnered collaborative online international learning approach
publisher	Frontiers Media S.A.
publishDate	2021
url	https://doaj.org/article/d1c3239de9ec4451a99a21a7f3db3aee
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Fostering Distance Education: Lessons From a United States-England Partnered Collaborative Online International Learning Approach

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