{"title":"Project redesigning for U.S.-Japan COIL","authors":"Tomoe Nishio","doi":"10.21827/jve.6.38835","DOIUrl":null,"url":null,"abstract":"This practice report describes an annual Collaborative Online International Learning (COIL) project between a content course taught in English at a university in Japan (JPU) and a Japanese-language course at a university in the U.S. (AMU). Shared learning objectives include practicing communicative skills in the target language and engaging in critical writing in the target language, reflecting on the discussions. There are two sets of activities: (1) JPU-centered, English-based activities and (2) AMU-centered, Japanese-based activities, which take place concurrently. Some activities are done individually (e.g., discussion posts, journals, and reflection papers), while online discussions are conducted in transpacific groups both in class and outside the class period. After six weeks of collaboration, each student writes a reflective, multi-draft essay in the target language. Running the two sets of activities can confuse students easily and requires careful preparations, clear instructions, and a high level of instructor involvement. Various modifications have been made for improvements since the initial implementation in 2019 to provide a learning environment that allows for a more in-depth and diverse exchange of perspectives (Nishio et al., 2020). Flexibility is key to success for educators to help maximize student learning in COIL.","PeriodicalId":107205,"journal":{"name":"Journal of Virtual Exchange","volume":null,"pages":null},"PeriodicalIF":0.0000,"publicationDate":"2023-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Virtual Exchange","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.21827/jve.6.38835","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 0
Abstract
This practice report describes an annual Collaborative Online International Learning (COIL) project between a content course taught in English at a university in Japan (JPU) and a Japanese-language course at a university in the U.S. (AMU). Shared learning objectives include practicing communicative skills in the target language and engaging in critical writing in the target language, reflecting on the discussions. There are two sets of activities: (1) JPU-centered, English-based activities and (2) AMU-centered, Japanese-based activities, which take place concurrently. Some activities are done individually (e.g., discussion posts, journals, and reflection papers), while online discussions are conducted in transpacific groups both in class and outside the class period. After six weeks of collaboration, each student writes a reflective, multi-draft essay in the target language. Running the two sets of activities can confuse students easily and requires careful preparations, clear instructions, and a high level of instructor involvement. Various modifications have been made for improvements since the initial implementation in 2019 to provide a learning environment that allows for a more in-depth and diverse exchange of perspectives (Nishio et al., 2020). Flexibility is key to success for educators to help maximize student learning in COIL.
本实践报告描述了日本一所大学(JPU)以英语授课的内容课程和美国一所大学(AMU)的日语课程之间的年度协作在线国际学习(COIL)项目。共同的学习目标包括用目的语练习交际技巧,用目的语进行批判性写作,对讨论进行反思。有两组活动:(1)以jpu为中心,以英语为基础的活动;(2)以amu为中心,以日语为基础的活动,它们同时进行。有些活动是单独进行的(例如,讨论帖子、期刊和反思论文),而在线讨论是在课内和课外以跨太平洋小组的形式进行的。经过六周的合作,每个学生用目标语言写一篇反思性的、多稿的文章。同时进行这两套活动很容易让学生感到困惑,需要仔细的准备、清晰的指导和高水平的教师参与。自2019年初步实施以来,已经进行了各种修改以进行改进,以提供一个允许更深入和多样化的观点交流的学习环境(Nishio et al., 2020)。灵活性是教育工作者成功的关键,以帮助最大限度地提高学生在COIL中的学习。