ABSTRACT

With the increasing inclusion of international, intercultural and global dimensions in university curricula, the global classroom brings new challenges and potential opportunities among culturally diverse students. Using a mixed-methods approach, this study assessed students’ preparedness and experiences of a COIL course among South African students. A global competency questionnaire was used to assess students’ preparedness for internationalisation. Focus group discussions were conducted to determine barriers and enablers of students’ experiences. Pre-COIL, students expressed difficulty in adapting to new situations (p < 0.001). However, post-COIL, students were more open to learning about other cultures different religions and traditions (p < 0.00). Key barriers of student experiences included technological challenges, language, and partner dynamics while key enablers were a structured course outline, student’s openness to COIL and increased academic self-efficacy. Keeping the focus on the student central to COIL, an effective learning system can be intentionally developed, giving students a study abroad experience without leaving home.

摘要

随着大学课程越来越多地融入国际、跨文化和全球层面，全球课堂为多元文化的学生带来了新的挑战和潜在的机遇。本研究采用混合方法，评估了南非学生对 COIL 课程的准备情况和体验。一项全球能力问卷用于评估学生对国际化的准备情况。进行了焦点小组讨论，以确定学生体验的障碍和促成因素。在 COIL 之前，学生表示难以适应新环境（p < 0.001）。然而，在 COIL 之后，学生对学习不同宗教和传统的其他文化更加开放（p < 0.00）。学生经历的主要障碍包括技术挑战、语言、和合作伙伴动态，而关键促成因素是结构化的课程大纲、学生对 COIL 的开放性和提高的学术自我效能。COIL 以学生为中心，可以有意识地开发一个有效的学习系统，让学生足不出户即可获得海外留学体验。