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A Global Intercultural Project Experience (Gipe): Reflections on combining online and onsite project-based learning across four continents

  • The concept of “Internationalisation at Home“ has gained momentum with the increasing digitalization of education and limitations on mobility. Collaborative Online International Learning (COIL) is an innovative, cost-effective instructional method that promotes intercul-tural learning through online collaboration between faculty and students from different countries or locations. The benefits of using COIL courses have been widely recognized, with learners developing intercultural competencies, digital skills, international education experi-ence, and global awareness. However, multicultural communication in project environments can be complex and demand awareness of cultural variations . The creation and development of effective cross-cultural collectivism, trust, communication, and empathy in leadership is an important ingredient for remote project collaborations success. This is an area that has been least explored in re-search on communication in virtual teams. The GIPE projects are mainly carried out as so-called Collaborative Online International Learning (COIL) events. However, to gain a “real world“ experience abroad in an intercultural team, students from all partner universities can participate in the Spring School being held for two weeks in Germany and the Germany students present and hand-over the results in the country of the partner university. The main objective of this research was to examine the experiences of students participating in the GIPE project and to evaluate the effectiveness of the project in enhancing intercultural competencies and fostering collaboration among stu-dents from different continents. This paper will also explore the implications of the GIPE project for Education 2.0 considering the COVID-19 pandemic and the future of education delivery and administration transformation.
Author:Katja Becker, Manfred Meyer, Colin Stanley, Attlee M. Gamundani
Parent Title (English):AMPS PROCEEDINGS SERIES 31,Transformative Teaching: Focus on Pedagogy 2022
Editor:Kirsty Macari
Contributor(s):Amany Marey
Document Type:Conference Proceeding
Date of Publication (online):2023/12/05
Year of first Publication:2023
Publishing Institution:Westfälische Hochschule Gelsenkirchen Bocholt Recklinghausen
Release Date:2023/12/11
Tag:Transformative Teaching
First Page:243
Last Page:251
Departments / faculties:Sonstige / Strategische Projekte
Dewey Decimal Classification:Philosophie und Psychologie / Philosophie
Licence (German):License LogoEs gilt das Urheberrechtsgesetz

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