Effects and Challenges of Collaborative Online International Learning in Preservice Teacher Education

• In Event: Fairmont Roundtable Session Fifteen
  In Roundtable Session: Using Technology to Enhance Teacher Learning (Table 3)

Abstract

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.

Authors

• Sakiko Yoneda, Tamagawa University
  Presenting Author

• Hiroyuki Takagi, Tamagawa University
  Presenting Author

• Chie Ohtani, Tamagawa University
  Presenting Author

• Kimberly Niezgoda, Wilkes University
  Presenting Author

• Suzanne Murray Galella, Wilkes University
  Presenting Author