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The Wiley Handbook of Collaborative Online Learning and Global Engagement
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The Wiley Handbook of Collaborative Online Learning and Global Engagement
Edited by
Deirdre Johnston
Hope College
Holland, Michigan
Irene López
Kenyon College Gambier, Ohio
This edition first published 2022
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Library of Congress Cataloging-in-Publication Data
Names: Johnston, Deirdre D., editor. | López, Irene, 1969- editor.
Title: The Wiley handbook of collaborative online learning and global engagement / edited by Deirdre Johnston, Irene López.
Other titles: Handbook of collaborative online learning and intercultural engagement
Description: Hoboken, NJ : John Wiley & Sons, Inc., 2021. | Series: Wiley handbooks in education | Includes bibliographical references and index. | Contents: Connecting beyond the classroom : why you should be globally connecting your courses and how it benefits you and your students / Deirdre Johnston, Irene López -How can I do a globally connected course? : a short primer based on past globally connected courses / Simon J. M. Gray -- Assessment of globally-connected courses : how successful global course connections can make your students less anxious, smarter, and more culturally competent / Deirdre Johnston, Irene López -- Yearning towards community : gaining global awareness through conversations on literature / Patricia Bloem -- In between dreaming and insomnia : a cyber-dialogue dance project / Julie Brodie and Laura David -- I am because we are : discovering self and others through study of global conflict / Deirdre Johnston, Dagmar Kusa, and Rima Rantisi -- Seeing the world through the eyes of others : learning perspective-taking through storytelling / Emilienne Idorenyin Akpan & Joshua Searle-White -- Cross-training and perspective taking : the development of an oral history project in the sciences and humanities / Taylor Allen, Kim Fox -- What do these students think of us? : managing intergroup anxiety in a virtually connected course / Irene López & Wejdan Felmban -- Physical embodiment of culture through movement / Balinda Craig-Quijada, Priya Joshi -- Beyond grades : advancing global learning through personal and social responsibility in a globally connected peace journalism course / Jacob Udo-Udo Jacob, Wajiha Raza Rizvi -- Developing a global mindset in business education : supporting personal and social responsibility / Vicki L. Baker, Antonis Klidas -- Service-learning as a catalyst for global learning and civic engagement : a collaborative pedagogical experiment / Gina Annunziato Dow, Karla Díaz -- Nurturing global problem solvers : an action research approach to instructional design / Chong Xiao, Wing Fung Chan -- Best practices for collaborative online learning and global engagement / Deirdre Johnston & Irene López.
Identifiers: LCCN 2021009892 (print) | LCCN 2021009893 (ebook) | ISBN 9781119634775 (hardback) | ISBN 9781119634805 (adobe pdf) | ISBN 9781119634812 (epub) | ISBN 9781119634867 (obook)
Subjects: LCSH: Internet in higher education. | Education and globalization. | Multicultural education. | Social distancing (Public health) and education.
Classification: LCC LB2395.7 .W58 2021 (print) | LCC LB2395.7 (ebook) | DDC 378.1/7344678--dc23
LC record available at https://lccn.loc.gov/2021009892
LC ebook record available at https://lccn.loc.gov/2021009893
Cover image: © Corona Borealis Studio/Shutterstock
Cover design by Wiley
Set in 10/12pt Warnock by Integra Software Services Pvt. Ltd, Pondicherry, India
Acknowledgements viii
About the Editors ix
About the Companion Website x
Part I Introduction 1
1 Connecting Beyond the Classroom: Why You Should Be Globally Connecting Your Courses and How It Benefits You and Your Students 3
Deirdre Johnston and Irene López
2 How Can I Do a Globally-Connected Course? A Short Primer Based on Past Globally-Connected Courses 18
Simon J.M. Gray
3 Assessment of Globally-Connected Courses: How Successful Global Course Connections Can Make Your Students Less Anxious, Smarter, and More Culturally Competent 36
Irene López and Deirdre Johnston
Part II Case Histories 53
Development of Global Self-Awareness 55
4 Yearning Toward Community: Gaining Global Awareness Through Conversations on Literature 57
Patricia Bloem
5 In Between Dreaming and Insomnia: A Cyber-Dialogue Dance Project 76
Julie Brodie and Laura David Cultivation of Empathy and Perspective-Taking 93
6 I Am Because We Are: Discovering Self and Others Through Study of Global Conflict 95
Deirdre Johnston and Dagmar Kusa
7 Seeing the World Through the Eyes of Others: Learning Perspective-Taking Through Storytelling 117
Emilienne Idorenyin Akpan and Joshua Searle-White
8 Cross-Training and Perspective-Taking: The Development of an Oral History Project in the Sciences and Humanities 128
Taylor Allen and Kim Fox
Understanding Cultural Diversity 139
9 What Do These Students Think of Us? Managing Intergroup Anxiety in a Virtually-Connected Course 141
Irene López and Wejdan Felmban
10 Physical Embodiment of Culture Through Movement 161
Balinda Craig-Quijada and Priya Joshi
Development of Personal and Social Responsibility 177
11 Beyond Grades: Advancing Global Learning Through Personal and Social Responsibility in A Globally-Connected Peace Journalism Course 179
Jacob Udo-Udo Jacob and Wajiha Raza Rizvi
12 Developing a Global Mindset in Business Education: Supporting Personal and Social Responsibility 195
Vicki L. Baker and Antonis Klidas
Knowledge of Global Systems and Global Contexts 211
13 Service-Learning as a Catalyst for Global Learning and Civic Engagement: A Collaborative Pedagogical Experiment 213
Gina Annunziato Dow and Karla Díaz
14 Nurturing Global Problem Solvers: An Action Research Approach to Instructional Design 230
Chong Xiao and Wing Fung Chan
Part III Future Directions 247
15 Best Practices for Collaborative Online Learning and Global Engagement 249
Irene López and Deirdre Johnston
16 Expanding Our View of Global Learning Outcomes 264
Deirdre Johnston and Irene López
17 Making Global Course Connections an Institutional Priority 294
Deirdre Johnston and Irene López
Appendix 1: Global Learning VALUE Rubric 305
Appendix 2: Intercultural Knowledge and Competence VALUE Rubric 309
Appendix 3: Example of Travel Seminar Connected to Global Course Partnership 313
Appendix 4: Examples of Memoranda of Understanding for Institutional Global Partnerships 357
Index 372
Acknowledgements
It takes a village to raise a child – and apparently, also to edit a book. Editing and writing this book could not have been done without a legion of people who at once supported and tolerated us as we navigated this process.
First, we dedicate this book to the cherished friendships connecting us with colleagues across the globe and forged at GLAA meetings in Bulgaria, Ecuador, Hong Kong, France, Saudi Arabia, Greece, Italy, Morocco and Switzerland, with a very special thanks to the tireless work of Drs. Simon Gray and Greg Wegner at the GLCA that has impacted global learning at liberal arts colleges and universities across five continents.
Thanks, of course, to the staff at Wiley for believing in this project and for all of their support, guidance, and patience as we navigated this book. And thanks as well to our colleague Linda Koetje and our colleagues for contributing to this text and to our wonderful students, including, Sophia Castaldo, Shanti Silver, Anneka Johnston, Ye Ji Jun, Leah Krudy, and Jack Sutherland who provided logistical support and assistance. We also wish to thank our ever-suffering, ever-patient, partners Tom and Jim, who hold down the home front as we indulge our wanderlust and enjoy grand adventures far from home. And to our children, Spencer, Sabina, Anneka, and Ellie who inspire us daily to work for greater understanding across borders of difference. ¡por supuesto a la madre de Irene, Lydia López, por su tremendo apoyo y amor, pero mucho amor!
But most of all, we are grateful for the fates who brought us together at a café in Paris, one rainy day, launching many academic projects in teaching and research, and founding an invaluable friendship that keeps us laughing – truly, howling laughter – at every surprise life hurls in our path.
About the Editors
Global education and the development of students’ cultural competencies is our passion. We have a partner LLC, GLOW: Global Learning Opportunity Workshops, to provide workshops to assist higher education institutions and faculty in developing and assessing global education initiatives.
Deirdre Johnston, Ph.D., is Professor Emerita of Communication and former Associate Dean of Global Education at Hope College, Holland, MI, USA. She served as Global Liberal Arts Alliance Association liaison for Hope College, and has developed and led 14 international student travel seminars. Her most recent initiative for Hope College is the creation of a new interdisciplinary global health major and minor. Her current research involves 80 oral history interviews across generations and race in post-apartheid South Africa. She is the co-founder of “Intergroup Dialogue Connections, LLC.” She facilitates workshops, domestically and internationally, for educational, religious, and corporate organizations in intergroup dialogue, communication skill development, conflict transformation, civility, and diversity education.
Irene López, Ph.D., is Associate Professor, Kenyon College, Gambier, Ohio. She is trained as a clinical psychologist with interests in cross-cultural psychopathology. She served as the Global Liberal Arts Association liaison to global learning, helped establish the Peace Corp Prep program, and cofounded the Latinx studies concentration at Kenyon College. She has taught extensively abroad, first as a faculty member on Semester at Sea, and later as the Resident Director of the Kenyon in Rome Program. She regularly teaches during the summer at Franklin University Switzerland and most recently obtained a Fulbright to teach in Budapest. She is committed to inclusive pedagogy and created a website specifically to aid faculty of color with their teaching (see https://facultyofcolornetwork.com). You can read more about her work at: www. irenelopezphd.com
Connecting Beyond the Classroom:
Why You Should Be Globally Connecting Your Courses and How It Benefits You and Your Students
Deirdre
Johnston1 and Irene López 2
1 Hope College, USA
2 Kenyon College, USA
There is increasing interest in globalizing the curriculum of colleges and universities. It is important to recognize that the term “global,” as used in reference to global learning and education, is an inclusive term that refers to domestic, intercultural, and international engagement across borders of difference. In nearly every academic discipline, we can recognize either the impact of globalization on our disciplinary knowledge and understanding, and/or the enrichment that multiple cultural perspectives and intercultural contexts bring to our learning. Yet, multiple barriers exist that make it difficult for students to acquire global experiences. The COVID pandemic, beginning in the spring of 2020, has curtailed the experience of studying abroad and made it difficult, if not impossible, to integrate global learning based on in-person exchange of students and faculty. However, the pandemic has also forced us to teach in new and innovative ways. The course accommodations compelled by the pandemic have increased both awareness of the pedagogical benefits, and the recognition of the necessity of integrating online learning opportunities, in conjunction with face-to-face teaching in order to facilitate global learning. We, therefore, need virtual global learning more than ever before. Furthermore, in order to prepare students for a global society, and an increasingly global job market, we need to find ways to not only send students out to experience the world in person, but to also bring the world to our institutions.
But how can colleges and universities do this and won’t this cost a lot of money? In what follows, we outline the history of globally-connected courses, and explain the process and benefits of engaging in remote global learning in order to convince you that we can all do this and that it doesn’t require extensive cash flow or equipment. With only the assistance of a working wifi, you too can connect your classroom across the world, in order to enhance critical thinking and perspective-taking without ever leaving your desk.
The Wiley Handbook of Collaborative Online Learning and Global Engagement, First Edition.
Edited by Deirdre Johnston and Irene López.
© 2022 John Wiley & Sons, Inc. Published 2022 by John Wiley & Sons, Inc.
Companion Website: www.wiley.com/go/Johnston/WileyHandbookofCollaborativeOnlineLearningandGlobalEngagement
Deirdre Johnston and Irene López 4
What Are Globally-Connected Courses?
Simply stated, globally-connected courses are a high-impact, low-cost, learning approach that brings global perspectives into our on-campus or remote learning courses. Globally connecting courses involves identifying related course content, resources, and assignments, which can be explored remotely by students residing in different parts of the world. Faculty in each locale guide students’ global interactions within their local context and course focus.
The State Universities of New York (SUNY) were one of the first to develop an extensive program supporting “collaborative online international learning” (i.e., COIL), and offering conferences and faculty training for developing successful international collaborations (COIL Center, 2018). Outside of COIL, a professor seeking resources for a globally-connected course needs to navigate a sea of terms to find related pedagogy in various college and university programs or books, including, but not limited to: virtual exchange, online intercultural exchange, telecollaboration, globally-networked learning, and cyber education. Thus, although the concept of globally-connected courses has been bandied about higher education circles for over 10 years, there is only limited traction in the curricula of most colleges and universities.
One of the reasons there is such a modest implementation of online globallyconnected curricula is because of a lack of knowledge on how to carry out these courses and a limited amount of resources for faculty interested in developing global connections for their courses. This volume brings together the best practices and lessons learned from the case studies of 11 globally-connected courses, representing the main academic divisions (e.g., social sciences, humanities, natural sciences, and fine arts), many with numerous iterations and developments over multiple semesters, from 25 colleges and universities, in 20 countries across 5 continents (see Figure 1.1). In addition, this volume reports on extensive assessments of globally-connected courses, based on 21 course connections across 13 countries, that provide research-based solutions for optimizing the global course experience.
Why Consider Globally-Connected Courses?
But is this really necessary? Why should we even consider these types of courses? Because now, perhaps more than ever before, our global well-being is at stake. Threatened by pandemics, rising nationalism, involuntary displacements, climate change, racial, civil, and social instability, as well as unmet sustainability needs and economic crisis, we face a shifting global economy that is increasingly turning inward even as our problems are becoming more interconnected. As countries more deliberately shift away from the directive of Western nation-states, we need to find more ways to connect with each other in order to find global solutions to our shared problems. Our current students will, therefore, be required to live and work collaboratively across borders in order to flourish and to address the global crises that threaten our very survival.
Yet, despite this need, higher education is not consistently or extensively delivering the global learning experiences and outcomes we imagine. That is, with 70% of provosts reporting that their general education programs include global learning courses, and 90% indicating that world culture is a top-priority institutional learning outcome
Deirdre Johnston and Irene López 6
(AAC&U, 2016), there is still, to quote Musil (2006), “little evidence students are provided with multiple, robust, interdisciplinary learning opportunities at increasing levels of intellectual challenge to ensure that they acquire the global learning professed in mission statements….” (p. 2).
This is unfortunate because by not providing exposure to such experiences, schools not only fail to meet their mission statements, but are insufficiently preparing students to compete and obtain in our ever-increasingly interconnected and changing world. For example, a report by 2015 PriceWaterhouse Coopers, on shifting global economies, projects that by 2050 the top 10 global economies will change dramatically (PriceWaterhouseCoopers, LLC, 2015). France and the UK will drop out of the top 10, and the only remaining European country, Germany, will fall to the bottom of the list at number 10. New to the top 10 will be economies from the developing world, such as Nigeria and Mexico, whereas countries such as Japan will lose rankings to the rising economies of Indonesia and Brazil. Furthermore, the USA will fall in rank and be displaced by China and India. Global educational models, highly influenced by British and American educational systems and encased in the Western European canon, may no longer prepare students to navigate the global economies of the future.
In addition to global literacy, students need to learn global learning “soft skills” that are transferable across many different vocations and contexts. “Some jobs that the young people we are training to do in fifteen or twenty years do not exist today, hence the importance of incorporation of ‘learning how to learn’ and soft skills such as innovation, entrepreneurship, empowerment and resilience” (COIL, 2018, p. 109). In a large-scale study, Shaftel et al. (2007) found that study-abroad experiences promote the cultivation of many such “soft skills,” including open mindedness and resilience. Related to this, a sobering PEW Research Center Report suggests that we are facing a future in which there will be millions more people, and millions more jobs, replaced by AI and robotics, and that soft-skill capabilities that distinguish humans from machines will define successful employment in the future. As a result, they note that “(t)ough-to-teach intangible skills, capabilities and attributes such as emotional intelligence, curiosity, creativity, adaptability, resilience and critical thinking will be most highly valued” (Rainie & Anderson, 2017, p. 11), which are precisely the skills that are accentuated by global learning.
Hence, incorporating global contact into our courses serves to benefit our students and indeed, is vital to the success of the global labor market. As educators, we believe that our field is uniquely situated to address the dynamics of complex global problems because at the core of what we do is to help students become critical and innovative thinkers. Global learning involves developing the capacity to engage disparate ideas and perspectives. As such, it involves the recognition of the intersections of local and global, and international and intercultural systems, as well as borders of difference in cultures, identities, values, and perspectives.
In sum, in nearly every academic discipline we can recognize either the impact of globalization on our disciplinary knowledge and understanding, and/or the enrichment that multiple cultural perspectives and international contexts bring to our disciplinary learning. Studying watershed issues in the Great Lakes in the U.S.A can be informed by understanding desertification in Morocco. Viral epidemiology and pandemic threats can be better understood through knowledge of the cultural practices of wearing face masks, modifying handshake greetings, and the practices by which people interact in public spaces. Marginson and Van der Wende (2009) state that, “Higher education is implicated in all the changes related to globalization. Education and
research are key elements in the formation of the global environment, being foundational to knowledge, the take-up of technologies, cross-border association and sustaining complex communities” (p. 18). The knowledge on how to address these multifaceted problems also permeate our academic and co-curricular programs, and intersect with our institutional offices of diversity/equity/inclusion, student development, study-away, and experiential learning. It is our contention, therefore, that not only can we do this – but that we must.
Why Are Global Education Aspirations Such a Challenge?
Despite the necessity and benefits of a global education, there is a gap between our institutional capacity to incorporate global learning and the social and vocational needs of our students to flourish in the social, corporate, and government sectors. Increasing costs for undergraduate education, credit-intensive majors, travel security issues, and added requirements for internships and on-campus co-curricular athletics and leadership, make it difficult for some students to have global learning experiences. In addition, there is rising criticism that many of the traditional modes of exposure, such as study-away, have not delivered experiences that promote global civic knowledge and engagement, intercultural knowledge and competence, and ethical reasoning and action (Paige et al., 2009). Research suggests that some study-away experiences are often not sufficient to promote students’ global learning outcomes because mere one-time exposure to others does not necessarily ensure the higherlevel learning objectives of critically analyzing systems. Specifically, students may only engage individual anecdotal knowledge and, as a result, fail to recognize their own and others’ positionality in relation to power and privilege. They may also be unaware of the local, regional, and global interconnectivity that affects both problems and solutions in a global society. Soria and Troisi (2013) conclude that on-campus global learning can match, if not exceed, some study-away experiences in terms of the development of students’ global learning competencies.
Of course, many of these same issues can occur in a globally-connected course. However, the benefit of a globally-connected course is that a student can work in collaboration with a foreign partner, rather than study abroad alone as a foreigner. Additionally, if a student became involved in multiple globally-connected courses, they could, in theory, have access to multiple cultures. Still, despite these benefits, we do not consider globally-connected courses to be in competition with international study-away experiences, but rather should be seen as a way to supplement study-away experiences to maximize learning impact. Indeed, globally-connected courses could be used in preparation for study-away experiences in order to help students maximize their learning. Another option is to offer embedded study-away experiences within a globally-connected course, as described in Chapter 6. Globally-connected courses can also provide opportunities for students to process their positions within global systems. In addition, recognizing that some students will not have the means or opportunity to engage with a study-away experience, a globally-connected course can provide at least virtual cross-cultural interaction to promote global learning competencies.
Another reason our global education delivery may fall short of our missional aspirations is the preparation of faculty. Kuzhabekova et al. (2015) found that only 11.3% of the 2,302 research publications studied were authored by researchers from at least two different countries. This lack of collaboration, and subsequently lack of knowledge
Deirdre Johnston and Irene López 8
about others, in turn, is also reflected in the preparation of our students. For example, according to the Global Literacy Survey, conducted by the American Council of Foreign Relations and National Geographic (2016), only 29% of young adults surveyed earned a minimal pass of 66%, indicating marginal knowledge of global literacy at best (Haas & Knell, 2016, p. 4). This is particularly noteworthy since the survey included fairly general knowledge. For example, when students were asked what language is the primary language spoken by most people in the world, less than half of those surveyed knew the answer – Mandarin Chinese.
All is not lost, however, for we believe that globally-connected courses can help improve global literacy and also be fun! Students can connect and share course content across geographically and culturally distant contexts, while engaging in the facultyguided critical reflection that is necessary to engage in collaborative global learning and cultivate global citizenship (Hartman & Kiely, 2018). Specifically, collaborative global learning, defined as “diverse people collaboratively analyzing and addressing complex problems that transcend borders”, (Landorf and Doscher, 2015, p. 6) would assist in helping students to develop awareness regarding issues of hegemony and ideology. The ultimate aim, according to a model of critical global citizenship, would be “disrupting, decolonizing, and transforming historical, linguistic, structural, cultural, and institutional arrangements that cause harm” (Hartman & Kiely, 2014, p. 32).
What Is Global Learning?
But what might faculty-guided critical reflection of higher-level global learning goals look like? Well, we believe the AAC&U Global Learning VALUE rubric (AAC&U, 2015; Rhodes, 2010) provide a good place to start (see Appendix 1). Field tested in over 150 campuses, the VALUE rubrics, which stands for Valid Assessment of Learning in Undergraduate Education, are a set of measurements created by faculty which assess learning across 16 key domains. Global learning is one of the key domains where instructors are asked to evaluate to what extent their courses help students with different learning outcomes (AAC&U, 2016). See Figure 1.2 for an overview of these outcomes. Briefly, these outcomes center on helping students develop competencies, scored from benchmark to capstone, on five indices which include global self-awareness, perspective-taking, cultural diversity, personal and social responsibility, and recognition and application of knowledge regarding global systems and contexts.
The Global Self-Awareness learning outcome prompts us to reflect upon the diversity of identities and cultures vis a vis our own positionality, while the Cultural Diversity learning outcome addresses the intersectionality of identities and cultures by exploring divergent worldviews, perspectives, experiences, and power systems. Perspective-taking , another indicator of global learning, refers to the capacity to evaluate, synthesize, and apply multiple ethical and cultural worldviews. The cultivation of global citizenship requires reflective and interactive engagement across borders of difference, recognition of shared responsibility for solutions to problems that may only affect one indirectly, and a quality of character that sees the care of others as important as the care of ourselves (Falk, 1994; Sen, 1999). These capabilities are related to the learning outcome of Personal and Social Responsibility . Finally, the Global Systems learning outcome requires some understanding of the social, political, and economic power systems that impact the flourishing and well-being of identities and cultures, and acknowledge how to best
Figure 1.2 AAC&U Global Learning Value Rubric. Reprinted with permission from AAC&U, 2016.
Deirdre Johnston and Irene López
navigate these systems to produce efficacy in addressing complex global issues. With these rubrics at hand, instructors can create globally-connected courses that are high impact with minimal costs.
What Is the Impact of Globally-Connected Courses on Student Learning Outcomes?
Globally-connected courses are a powerful way for students to acquire knowledge about course content, learn about other cultures, and engage in the kind of critical reflection described by Hartman et al. (2018). In our assessment of globally-connected courses (Chapter 3: Assessment of Globally-Connected Courses) we note two important shifts in global learning that often occur in these courses: learning shifts from learning about another culture or identity to learning with others about one’s own and other’s cultures and identities; and that deeper learning occurs when students shift from being passive recipients of information, such as might occur through the mere exposure to content via a book or video, to being active agents in their learning through engaging in a co-learning process that requires critical reflection, collaboration, and scaffolded learning objectives guided by faculty.
As Allport’s (1954) contact exposure theory suggests, mere exposure is not necessarily sufficient for learning and growth. Instead, certain conditions are important to enhance a climate that promotes successful intergroup interactions (Pettigrew & Tropp, 2006), which we believe are more likely to occur in globally-connected courses than traditionally designed classes. The conditions, originally proposed by Allport, and elaborated on by Pettigrew and Tropp, include: meaningful interactions, which are provided through the quality and quantity of interactive experiences; equal status and cooperation, which are embedded in cross-cultural collaborative assignments and project-based learning incorporated in many globally-connected courses; and consistent encouragement, which is provided in globally-connected courses through faculty supervision and management of goal-directed interactive experiences.
The conditions for high impact intergroup contact (i.e., meaningful interactions, equality, and cooperation) are reflected in assessments of globally-connected courses. According to work done by COIL, such connected courses allow students to develop perspective-taking, and engage in more creative problem-solving while learning about another culture (Guth, 2014). Also attesting to the meaningful interaction and collaboration in these courses is a report on a course through Oklahoma State University which has, for over a number of years, connected students in up to 10 universities in 10 or more countries. They found that students in this course increased their exposure to global diversity, developed teamwork and collaboration skills, and developed interdisciplinary and intercultural communication competencies (Bell et al., 2015).
Additional reports speak of gains in perspective-taking, cultural understanding, and content learning. In the COIL Institute final NEH grant report, Guth (2013) contends that the value-added of globally-connected courses over traditional courses is
the access to different cultural points of view … They [faculty] found that this element increased student motivation, led to more in‐depth learning and helped students be more willing to see ideas, texts, works of art, etc. from different perspectives. In some ways it was as if the students felt they had to perform better because they saw their partner class as a new audience particularly during synchronous audio/video sessions and in asynchronous discussion forums (p. 30).
A more advanced level of perspective-taking and cultural understanding involves the reappraisal of one’s own cultural assumptions. Chun (2011) notes the impact of a globallyconnected language course in developing students’ intercultural competencies in global self- and other-awareness: “they showed curiosity, suspended disbelief about the other’s culture, and reflected on their own culture, … there were also examples in the forum postings of students’ reflecting on their own culture and changing their attitudes.”
Chun (2011) also reports greater content learning with global peer interactions, compared to traditional pedagogical approaches within the same course and noted that “… the types of speech acts that these advanced learners … used were sophisticated and nuanced” and moreover that “(t)he discourse of the synchronous chats reflected much more engagement and contained more evidence of developing ICC [intercultural communication competence] than the entries in the asynchronous forum postings.”
Recognizing that the development of successful globally-connected courses is not without its challenges, Redden (2014) and Guth (2013) summarize the obstacles faculty may need to address: lack of resources; identifying a partner class that is adequate (in intent and size) and reliable; merging timetables; establishing partnerships with professors overseas; harsh learning curves (such as pedagogical differences between classrooms); lack of institutional support; and linguistic differences are examples of challenges which faculty often face when conducting (or attempting to conduct) COIL courses. Redden (2014) reports:
A European Union-funded report on telecollaboration in language learning found that while 93 percent of survey respondents who had used online intercultural exchange in their classrooms described it as a positive experience, they also described it as time-consuming (83 percent) and difficult to organize (54 percent). Thirty-one percent of respondents described it as challenging to find a reliable partner class – though, interestingly, 45 percent did not – and 55 percent said collaborating with partner professors was challenging. (The group behind the EU report has developed a website designed to help interested faculty find partners and teaching resources). (para 13)
Some of the challenges facing faculty are echoed by students enrolled in globallyconnected courses. Among students, learning and satisfaction are hindered by the additional time required to connect with global partners and to complete assignments, differences in time zones, course organization challenges arising from the need to coordinate with another class, uncertainty around technology use, lack of clear instructions for online learning assignments, anxiety about grades dependent on group work across geographical and cultural borders, differences in academic expectations between partner institutions, and cultural communication styles within students groups (Guth, 2014).
Goals of This Volume
Given the cited benefits of globally-connected courses, how can we overcome the obstacles identified by Guth (2014) and Redden (2014) to provide global learning experiences for our students? The Wiley Handbook for Online Collaboration and Global Engagement provides guidance to faculty seeking to develop globally-connected courses. First, you will find compelling arguments for why and how globallyconnected courses promote the mission of higher education to deliver high impact
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cultural learning experiences to cultivate students’ global competencies. Next, you will also learn from others’ course design experiences and from course assessment data how to identify the most efficacious delivery of online global engagement for your students. The case studies presented here provide examples of assignments, discussions of technology platforms, and innovative approaches to globalizing your course content across the natural and applied sciences, social sciences, arts, and humanities. In addition, the case studies provide examples of how students and faculty worked through some of the challenges of offering globally-connected courses identified by Guth (2013, 2014) and Redden (2014).
In Chapter 2, Professor Simon Gray of the Great Lakes College Association discusses the implementation of a global course connections program run by the Global Liberal Arts Alliance (GLAA). This chapter outlines a global organizational structure to facilitate faculty connections for course collaboration and provides guidance for faculty development related to global course collaboration, including a set of guiding questions to frame course connection, collaboration, and design.
In Chapter 3, we present the results of a comprehensive quantitative assessment of students enrolled in globally-connected courses at 20 colleges/universities (12 nonU.S.A and 8 U.S.A), across 4 continents (i.e., Asia, Africa, Europe, and North America), and 13 countries. In this pre- and post-test assessment, students were surveyed to assess the impact of their course experience on their global exposure, anxiety related to cross-cultural interaction, homophily (perceived similarity with others), and dimensions of cultural intelligence (a measure of cultural competencies). Additionally, we explore how the number and type of interactions with their global partners, and overall course and instructional effectiveness, affect the global learning outcomes. Our discussion of results is framed by what course variables have the greatest impact on students’ gain in global learning outcomes, which instructors can use to inform their global course connections.
Following the three introductory chapters, the heart of this volume presents case studies of globally-connected courses across academic disciplines from Europe, North America, South America, Asia, and Africa. These cases are frequently coauthored by international faculty partners who designed globally-connected courses, and their experiences provide a broad range of examples and perspectives across culturally diverse student populations and educational systems. Authors were selected based on their successful implementation of one or more globallyconnected courses.
Using the aforementioned global learning VALUE rubric as our framework (AAC&U, 2015), each chapter explores one of the global learning outcomes identified in this rubric. Specifically, we discuss issues concerning the development of global self-awareness, the encouragement of perspective-taking, the understanding of cultural diversity, the development of personal and social responsibility, as well as the knowledge and application of global systems and contexts. Each chapter provides course descriptions, assignments, and lessons learned that provide both inspiration and specific recommendations for faculty engaged in global collaborations. For faculty seeking to develop globally-connected courses, these cases address the:
● co-development of learning objectives across different courses, disciplines, and cultural contexts;
● co-coordination of course content and resources;
● co-creation of conjoined collaborative assignments across cultural groups;
● matching connective technology with learning objectives;
● intercultural learning assessment;
● logistical planning for schedules and time zones;
● synchronous and asynchronous connections; as well as
● the impact of globally-connected courses for both student and faculty participants.
Focus on Global Self-Awareness. The first two case studies demonstrate the development of students’ global self-awareness through literature and dance (Chapters 4 and 5). With data collected over 21 semesters, Professor Patricia Bloem presents a case study of a literature course that explores the ways in which American students analyze their growth in global self-awareness as they discuss childhood and adolescent war literature they read – or did not read – as young adults. The chapter discusses the impact of the global course connections on students’ growth in global self-awareness, perspective-taking, cultural diversity, and the understanding of global systems. In addition, the author discusses students’ realizations that their childhood literature education was deficient in providing perspectives on global conflicts.
While Chapter 4 looks at global self-awareness from a more cognitive perspective, Chapter 5 demonstrates how remote online global collaborations can be utilized to enhance global self-awareness through the use of dance. Professor Julie Brodie, and her student Laura David, detail the assignment for a globally-connected fine arts course that used technology to help students reflect on concepts of body, identity, and place. Students worked together across geographical space to produce collaborative dances, merging their ideas into a coherent performance, in which dancers from both sites were integrated via technology in a joint performance. Stills from the joint dance project are included in the chapter.
Focus on Perspective-Taking. The development of perspective-taking is explored in a 3-D perspective-taking model developed from a three-course interdisciplinary connection with the USA, Slovakia, and Lebanon (Chapter 6). Professors Deirdre Johnston and Dagmar Kusa detail their collaboration with Professor Rima Rantisi, in a course where students taught each other about sites of domestic oppression in their own countries before traveling together at the end of the semester to study apartheid, and post-apartheid developments, in South Africa. Students learned their own domestic perspective, viewed their own interpretations of history through the eyes of students in other countries, learned from their interpretation of others’ histories, and explored how their own and others’ interpretative lenses affected their perceptions of a third culture’s history of oppression.
Perspective-taking is further developed through a Nigeria–USA connected course on storytelling (Chapter 7). In Chapter 7, Professors Emilienne Idorenyin Akpan (American University of Nigeria) and Joshua Searle-White (Allegheny College, USA) promote the sharing of stories as an important pedagogical tool. Personal stories carry cultural, political, and religious information in a way that is comprehensive yet nonthreatening when expanding students’ cultural perspectives.
In Chapter 8, Professors Taylor Allen (Oberlin College, USA) and Kim Fox (American University in Cairo, Egypt) cultivate global perspective-taking in their students through a conjoined oral history project in which students interview elders about the impact of education on eudaimonia, the Aristotlean concept of happiness or well-being. They detail a collaboration between journalism and physiology students in Egypt and the USA, using oral histories to engender cultural perspective-taking. Through links to
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the literature on learning in science, technology, engineering, and mathematics (STEM), this chapter conveys not only the feasibility of globally connecting a STEM course, but highlights also the power of such a connection to advance STEM education and to realize the benefits of a liberal education. This course explores the power of de-centering one’s cultural perspective through collaborating with global partners, engaging in problem-based learning, and connecting a STEM course with a Humanities course.
Focus on Cultural Diversity. In Chapter 9, psychology Professors Irene López (Kenyon College, USA) and Wejdan Felmban (Effat University, Saudi Arabia) detail their U.S. -Saudi Arabia connection, which explores the cultural diversity learning outcomes by asking, “How do we teach about the other without othering or minimizing cultural differences?”. In this course, the authors explore ways of managing intergroup anxiety when teaching about cultural diversity in global course connections. Chapter 10, by dance Professors Balinda Craig-Quijada (Kenyon College, USA) and Priya Joshi (FLAME University, India), features a course which brings Indian and U.S. students together to create work that “investigates how culture imprints and defines how we move/dance.” Students were asked to identify and explore how culture is housed in their own bodies as expressed through movement choices and movement preferences. The students responded to the prompt in varied and unexpected ways (e.g., responses to the camera’s “gaze,” literal versus abstract response to prompts, and traditional versus constructed sense of self), and combined their assignments to produce virtual presentations.
Focus on Personal and Social Responsibility. In Chapter 11, the connection of Professor Jacob Udo-Udo Jacob’s course on Peace Journalism (American University of Nigeria) and Professor Wajiha Raza Rizvi’s course on Media and Peacebuilding (Forman Christian College, Pakistan) required and inspired students to work on issues in each other’s national context, including Boko Haram in Nigeria and honor killings in Pakistan. The course helped students explore their personal and social responsibility to understand global challenges, and recognize that their perspectives and experiences could inform each other in addressing global challenges in local contexts. In Chapter 12, Professors Vicki L. Baker (Albion College, USA) and Antonis Klidas (The American College of Greece) argue that a liberal arts approach to business education in the twenty-first century is imperative, as faculty members seek to help future business leaders develop a more globalized mindset, one in which personal and social responsibility are on the forefront. They demonstrate how Colby et al.’s three core liberal arts modes of thinking: analytical thinking (e.g., problem-solving, applying abstract concepts in practical contexts); multiple framing (e.g., an appreciation for different perspectives for viewing the world); and reflective exploration (e.g., sense of self, contribution to the world, hopes for the future) can be used to frame a global course interaction.
Focus on Global Systems and Global Contexts. Chapter 13, by Professors Gina Annunziato Dow (Denison University, USA) and Karla Díaz (Universidad San Francisco de Quito, Ecuador), details a collaborative pedagogical experiment which showcases the connection between two service-learning courses in the USA and Ecuador. Students participated in service-learning experiences that allowed them to reflect on their role in society as citizens and future professionals, as well as to analyze the poverty structure in Ecuador and the USA. Students grew in their understanding of global systems and contexts through recognition of the interrelated systems that create and perpetuate poverty, such as education, social mobility, and health care.
Chapter 14 presents three iterations of globally-connected modules in a servicelearning course over three semesters of global course connections. Professors Chong Xiao and Wing Fung Chan explain how with each semester connection at Lingnan University, their course had different foci and learning objectives and included various global partners. The case demonstrates the impact of global peers’ perspectives on understanding culture and systems that affect the application of global solutions to pressing social challenges.
The final portion of our volume concludes with the next steps. In Chapter 15, we summarize what is learned from the disparate cases of globally-connected courses presented in this volume, and how the cases contribute to our understanding of the extant empirical literature on what works and what doesn’t work in globally-connected courses. Furthermore, we provide a new model of global engagement that outlines best practices on “Collaborative Online Learning and Global Engagement,” based on contributions to this volume.
Following this, Chapter 16 revisits the six global objectives of the AAC&U Global Learning VALUE Rubric (AAC&U, 2015), which provides the framework for the case studies in this volume, and proposes specific terminology that can help expand our understanding of global learning. Building upon the AAC&U VALUE Rubric for Global Learning, we present a new model including six interrelated competencies: cultural selfreflexivity, moral cosmopolitanism, systemic and dyadic mutuality, cultural humility, cultural cognitive complexity, and epistemological critique of cultural representations.
Finally, having documented the benefits of globally learning we conclude with Chapter 17, in which we describe specific actions that institutions can make to center global learning into the curriculum, and provide guidance on the pedagogical, technological, financial, and administrative support for these types of courses.
Conclusion
The Wiley Handbook for Collaborative Online Learning and Global Engagement provides a wealth of information for professors seeking to enhance their pedagogical practice, and to staff coordinating pre- and post-study abroad experiences. In our case studies, readers will find specific examples to guide them through the collaboration process with another faculty member across cultures and educational systems. Readers will learn from the stories of faculty, in international and intercultural dialogue, co-creating learning communities, and from the reflections of students who have grown in their global engagement through these courses. These stories highlight the challenges and successes of global collaboration, and give specific examples for managing group dynamics, intergroup anxiety, cultural transgressions, and miscommunication. These narratives help students and professors understand social identities across cultural contexts, and how to coordinate multiple, and sometimes conflicting, perspectives in collaborative projects. Our insights are from across a variety of multi-disciplinary connections (i.e., business, communication studies, dance, journalism, geography, geology, language, literature, psychology, political science, and writing) that span the globe. Administrators seeking cost-effective ways to promote students’ and faculty’s global competencies, will find information to guide faculty development and an example of an institutional international network to support globally-connected courses. To further supplement the narratives and case studies in this volume, where relevant, we have included discussions of technological
