Resumo

PRAKASCHANDRA, R; MEMELA, M  e  ORTON, P. Exploring COIL as an authentic learning pedagogy. Afr. J. Health Prof. Educ. (Online) [online]. 2024, vol.16, n.4, pp.149-153. ISSN 2078-5127.  https://doi.org/10.7196/AJHPE.2024.v16i4.2005.

BACKGROUND. Collaborative online international learning (COIL) has become popular within universities to internationalise the curriculum and enable students' development as global citizens. It facilitates the coconstruction of disciplinary knowledge across cultures. This authentic learning experience is characterised by an authentic context, authentic tasks, access to experts and the incorporation of multiple roles and perspectives. By emphasising collaborative knowledge construction, reflection, articulation, coaching and scaffolding, COIL can potentially enhance engagement and improve educational outcomes, especially when designed to reflect the complex tasks performed by professionals in the field. OBJECTIVE. To explore the learning experiences of undergraduate clinical technology students participating in a COIL project and to determine whether COIL could provide an authentic learning environment. METHODS. A qualitative approach, sampling 2nd-year clinical technology students (n=16) registered for a Research Methodology I module at a university of technology, was employed. After ethics approval was obtained, we conducted focus group discussions, lasting approximately 45 - 60 minutes, using a semi-structured interview guide. Data were examined using thematic analysis. RESULTS. Five themes emerged: Participant experiences, communication, cultural perceptions, the development of graduate attributes and translating theory to practice. Despite the challenges, such as time zones, delays in peer responses and poor connectivity, students reported a positive experience. Language was a challenge, but they overcame this by adopting innovative digital tools. Students were exposed to the lifestyles of their Mexican peers, and work-balance strategies were shared. Being exposed to peers from a different lingua-culture, having the same demands and a common purpose was a catalyst for the exchange of cultural knowledge. This also created a platform for intercultural sensitivities. Students were able to work as a team, were motivated by their peers and adapted to the challenges. The theme translation of theory into practice enabled students to conceptualise theoretical content in a practical manner, which ultimately enhanced their learning. CONCLUSION. COIL is a useful pedagogy to offer an authentic learning experience for research methods; it satisfies all nine constructs of authentic learning.

Palavras-chave : Authentic learning; COIL; internationalisation.