COIL Experience. Intercultural Case Analysis: Sports Brand Company Perspectives from Canada and Spain
Bibliographic record
Abstract
The COVID-19 pandemic posed many challenges, including travel restrictions, which limited the opportunities for student-exchange programs. One solution to promote intercultural learning during the pandemic and form relations with students in different countries was COIL. This paper presents a Collaborative Online Intercultural Learning (COIL) case study that engaged students from Canada and Spain in an intercultural learning experience. Instructors worked collaboratively to design learning objectives and related course activities to establish a five (5) week program of co-instruction within their higher-education course schedules. Using technology, and a combination of asynchronous and synchronous opportunities, students were engaged in the course content (business-marketing strategy). Students learned about their unique cultural applications in relation to the content, and also learned about their cultural perspectives. Along with a variety of interpersonal and intercultural learning opportunities, students completed learning activities in cross-cultural teams (a balance of members from each country, three from Canada and three from Spain, with eight teams in total). Administrators, students and faculty were excited about the cultural learning experience and found the benefits to far outweigh the improvements needed. This paper shares the details of this experience from both administrative and faculty perspectives, to help other administrators/faculty members develop COIL and provide students with this rich intercultural online-learning experience.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".