Collaborative Online International Learning (COIL) Teacher Education Academic magazine 2020年度からのウィルクス大学との共同研究について、2022年度よりBEVIを活用して分析しているので、2023年度も引き続き、同じ方法で研究し、COILの効果を検証していく。 A private University in Japan and a private University in the U.S. collaborated to provide an online opportunity for Japanese pre-service teachers to observe and teach an American 5th-grade class. This study examines the continuing effects and challenges of Collaborative Online International Learning (COIL) on pre-service Japanese teachers. The participants were six students whose study abroad programs were canceled because of COVID-19. Participants took pre-post surveys and the Beliefs, Events, and Values Inventory (BEVI) to access transformative learning. The qualitative analysis indicated students benefited from participating in this COIL experience. And the BEVI data showed a significant difference positively in scales: Socioemotional Convergence, Meaning Quest, Gender Traditionalism,
Sociocultural Openness, and Global Resonance.
