A novel methodology of international discourse: online joint course across cultures

This article investigates a novel approach in higher education: collaborative international learning in an online, joint course framework, realized jointly by the University of Pécs, Hungary, and Bloomsburg University of Pennsylvania, USA. The authors argue that this intercultural discourse offers a powerful educational tool for the 21st century, addressing key challenges such as the social effects of migration, the consequences of globalization, and gender issues across societies. The online format allows for the meeting of diverse cultures, fostering open-mindedness and enabling students to experience cultural immersion and integration of differing perspectives on a personal level, leading to a potential for social change both within and beyond academia. The authors contend that 21st-century education needs to move beyond traditional, passive learning models and embrace active, inquisitive participation to effectively address modern societal challenges.

The societal challenges highlighted include navigating the complexities of globalized and localized cultures, understanding the psychological and social aspects of identity formation, and overcoming in-group/out-group tensions. The authors emphasize the necessity of a pedagogy for change, advocating for active student involvement in the learning process, contrasting this with the limitations of traditional frontal instruction. They cite Mackenzie-Bathurst-Hunt (2018) in supporting the need for active, inquisitive student participation in scientific communication. The authors believe that collaborative online academic discourse can be a catalyst for social change because firsthand experience and intercultural discussion promotes open-mindedness, making education a powerful tool for transformation. They draw upon existing literature from humanities and social communication studies to propose their joint course approach as a potential solution.

The study details the design and execution of a Collaborative Online International Learning (COIL) course (SUNY COIL Center, n.d.). The course involved instructors from both universities taking turns delivering interactive lectures to students from diverse sociocultural backgrounds across continents. The methodology is presented as distinct from standard "Zoom" courses, emphasizing the development of 21st-century skills like communication, collaboration, critical thinking, and creativity (the "4Cs"). The unique aspects include fostering genuine human connection, promoting wisdom and common-sense thinking, and developing social sensitivity. The online platform provided opportunities for rich intercultural interpretations of problems through discussions involving individualistic and collectivistic perspectives, highlighting the impact of linguistic and cultural relativity on interpretations. The course integrated personal and community-level aspects of communication, creating a "prism effect" of multiplied cultural perspectives that broadened participants' frameworks of interpretation. The authors highlight the importance of online activities, particularly pair and teamwork, in facilitating the digestion of diverse impressions and perspectives.

The course, titled "Language, Culture, and Identity" (University of Pécs) and "Identity and Locality" (Bloomsburg University), integrated sociology, psychology, linguistics, and intercultural communication. The curriculum explored topics including linguistic relativity (Whorf, 1941), the sociology of place and place attachment (Podeschi and Howington, 2011), and psychosocial factors of identity development based on Erikson's theory (Erikson, 1993). The course structure included eight teleconference sessions where instructors took turns lecturing and students discussed assigned readings and shared their perspectives. The course fostered the development of long-term friendships and professional connections between students from different cultural backgrounds. A significant finding was the breakdown of discriminatory barriers and stereotypes, for example, regarding the meaning of the headscarf in Tunisian culture. The study shows how the diverse backgrounds of students—from the Far East, Middle East, Central Europe, and the United States—contributed to rich intercultural discussions and unique interpretations of social phenomena. The use of a board game focused on collaboration further enhanced the integration of these diverse perspectives.

The findings demonstrate the effectiveness of the COIL methodology in fostering intercultural understanding, promoting the development of 21st-century skills, and contributing to social change. The real-time, interactive nature of the online platform allowed for immediate feedback and clarification, enhancing learning and engagement. The integration of personal and community-level perspectives broadened interpretations of social phenomena and fostered a deeper understanding of cultural differences and similarities. The authors highlight the adaptability and flexibility required from both instructors and students to navigate the challenges of coordinating a course across time zones and differing institutional structures. The success of the course demonstrates the potential of this novel methodology to address the challenges of 21st-century education and to prepare students for navigating a diverse and interconnected world.

The collaborative online educational methodology presented offers exceptional opportunities for cultural immersion and fosters open-mindedness through real-time, multi-perspective discussions. The study's success highlights the value of incorporating diverse cultural perspectives in higher education, facilitating a deeper understanding of societal challenges and promoting social change. The collaborative nature of the course, including the development of long-term friendships and professional connections, emphasizes its positive impact on students' personal and professional development. Future research could explore the long-term impact of this methodology on students’ intercultural competence and their engagement in social change initiatives.

While the study demonstrates the effectiveness of the COIL methodology in a specific context, generalizability to other contexts might require further investigation. The sample size of the participating students was limited, which could influence the generalizability of the findings. Future research could also explore the impact of different technological platforms and pedagogical approaches on the effectiveness of the COIL methodology. The study focuses on the experiences of students and instructors involved in the specific collaborative course, which might limit its relevance for other types of online learning experiences.