Effects and Challenges of Collaborative Online International Learning (COIL) in Preservice Teacher

Sakiko Yoneda, Hiroyuki Takagi, Chie Ohtani, Kimberly Niezgoda, Suzanne Murray Galella

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.

AERA Online Paper Repository

American Educational Research Association (AERA)

https://doi.org/10.3102/2005820

2023年1月10日にAERA 2023年次大会プログラムの情報が公開されるため、それまでは掲載されるページなどは不明。