Hackett Simone, Janssen Jeroen, Beach Pamela, Perreault Melanie, Beelen Jos, van Tartwijk Jan
Department of Education and Pedagogy, Faculty of Social and Behavioural Sciences, Utrecht University, Heidelberglaan 1, 3584 CS Utrecht, The Netherlands.
Faculty of Health, Nutrition and Sports, The Hague University of Applied Sciences (THUAS), Johanna Westerdijkplein 75, 2521 EN The Hague, The Netherlands.
Int J Educ Technol High Educ. 2023;20(1):5. doi: 10.1186/s41239-022-00373-3. Epub 2023 Jan 24.
In this study we measured the effect of COIL on intercultural competence development using a quasi-experimental design. Our sample consisted of 108 undergraduate students from two universities, one located in the Netherlands (NL) and one in the United States (US). Students' self-reported intercultural competence was measured using a pre-post survey which included the Cultural Intelligence Scale (CQS) and Multicultural Personality Questionnaire (MPQ). Qualitative data were collected to complement our quantitative findings and to give a deeper insight into the student experience. The data showed a significantly bigger increase in intercultural competence for the US experimental group compared to the US control group, supporting our hypothesis that COIL develops intercultural competence. This difference was not observed for the NL students, possibly due to the NL control group being exposed to other international input during the course.
The online version contains supplementary material available at 10.1186/s41239-022-00373-3.
在本研究中，我们采用准实验设计测量了线上国际学习（COIL）对跨文化能力发展的影响。我们的样本包括来自两所大学的108名本科生，一所位于荷兰（NL），另一所位于美国（US）。学生的自我报告跨文化能力通过前后调查进行测量，该调查包括文化智力量表（CQS）和多元文化人格问卷（MPQ）。收集定性数据以补充我们的定量研究结果，并更深入地了解学生的体验。数据显示，与美国对照组相比，美国实验组的跨文化能力有显著更大的提升，支持了我们关于线上国际学习（COIL）能发展跨文化能力的假设。对于荷兰学生未观察到这种差异，可能是因为荷兰对照组在课程期间接触到了其他国际输入。
在线版本包含可在10.1186/s41239-022-00373-3获取的补充材料。
