Embedding Experiential Learning and Collaborative Online International Learning (COIL) in Enhancing Students' Learning Performance

整合與融入體驗學習及協作式線上跨國學習以增加學生的學習成就

Chia-Ching Karen Tsai(蔡佳靜) ； Yu-Ping Hsu(許郁屏)

《台北海洋科技大學學報》 13卷2期 (2022/09) Pp. 247-293

摘要

This study examined differences in students' attitudes, perceptions of intercultural competence, and learning achievement following collaborative online international learning (COIL) with experiential learning cycle. 41 undergraduate students majoring in English who took the course of Computer Assisted Language Learning participated in the study. The course curriculum aimed at improving Taiwanese students' teaching skills and practicing intercultural communication skills through completing task-based assignments with American students. The results indicated that Taiwanese students had positive attitudes and perceptions of intercultural competence regarding online collaboration with foreign students. In addition, their teaching skills had been enhanced after two-time demonstration teaching. This study renders a pedagogical approach to promoting content and language integrated learning for educators in a post-pandemic era.

關鍵字

Collaborative Online International Learning (COIL) ； Experiential Learning ； Intercultural Competence (IC) ； Teaching skills

並列摘要

本研究主要是針對將課程融入體驗學習及協作式線上跨國學習的課程設計，來探討學生對於這種學習方式的態度、跨文化能力的看法以及學習成就的差異性。41名英文系選修電腦輔助教學的大四學生參與了這項研究。本課程旨在通過與美國教育科技研究所學生的引導分組討論後，透過試教的學習任務，來提高臺灣學生的英語教學技巧和跨文化溝通能力。結果顯示，台灣學生對於這種學習方式及跨文化的溝通，呈現積極正面的的態度。此外，經過兩次的示範教學，英文系學生們的教學技能獲得了改善。本研究為在後疫情時代，針對內容與語言整合的教學工作者，提供了一種新的教學模式。

並列關鍵字

協作式線上跨國學習 ； 體驗學習 ； 跨文化溝通力 ； 教學技能

參考文獻

Naicker, A. N., Singh, E., & Genugten, T. V. (2021). Collaborative online international learning (COIL): Preparedness and experiences of South African students. Innovative in Education and Teaching International, http://doi.org/10.1080/14703297.2021.1895867.

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