The Wiley Handbook of Collaborative Online Learning and Global Engagement: (Wiley Handbooks in Education)

Presents best practices for faculty and administrators developing globally-connected courses, including learning objectives, collaborative assignments, and logistical planning As political instability, pandemic risks, rising costs, new requirements for experiential learning, and other factors make it increasingly difficult for students to study abroad, there is growing interest in globalizing and internationalizing the curricula of colleges and universities worldwide. The Wiley Handbook of Collaborative Online Learning and Global Engagement is designed to help educators develop and conduct high-impact, globally-connected courses across the humanities, the fine arts, and the social and natural sciences. This comprehensive guide covers collaborative practices, course design variables, student learning approaches, logistical planning, and more. An international team of contributors from diverse geographic, cultural, and academic backgrounds offer insight into enhancing pedagogical practice, coordinating study abroad experiences, and promoting both students' and faculty's global competencies. Throughout the text, numerous real-world case studies, interactive and experiential assignments, sample syllabi, course bibliographies, and links to web and media resources reinforce best practices for course design, learning objectives, and pedagogy development. Based on a detailed assessment of 500 students in collaborative courses across 14 countries, this innovative guide: Covers co-development of learning objectives across different courses, disciplines and cultural contexts, co-coordination of course content, technology, and resources, and intercultural learning assessment Explores new and innovative ways to engage students in distant locations in collaborative learning Provides advice for overcoming logistical challenges, managing group dynamics, controlling costs, and implementing connected courses with limited resources Discusses the impact globally-connected courses have on cultural curiosity, knowledge, strategy, and behavior Offers approaches for addressing cultural transgressions and miscommunication, and for collaborating with other faculty members across cultures and educational systems Featuring multiple cultural perspectives and international contexts, The Wiley Handbook of Collaborative Online Learning and Global Engagement is a valuable guide and reference for faculty and administrators involved in teaching, planning, implementing, or assessing courses with global learning outcomes.

Table of Contents:
Part I Introduction 1 1 Connecting Beyond the Classroom: Why You Should Be Globally Connecting Your Courses and How It Benefits You and Your Students 3 Deirdre Johnston and Irene López 2 How Can I Do A Globally-Connected Course? A Short Primer Based on Past Globally-Connected Courses 18 Simon J.M. Gray 3 Assessment of Globally-Connected Courses: How Successful Global Course Connections Can Make Your Students Less Anxious, Smarter, and More Culturally Competent 36 Irene López and Deirdre Johnston Part II Case Histories 53 Development of Global Self-Awareness 55 4 Yearning Toward Community: Gaining Global Awareness Through Conversations on Literature 57 Patricia Bloem 5 In Between Dreaming and Insomnia: A Cyber-Dialogue Dance Project 76 Julie Brodie and Laura David Perspective-Taking 93 6 I Am Because We Are: Discovering Self and Others Through Study of Global Conflict 95 Deirdre Johnston and Dagmar Kusa 7 Seeing the World Through the Eyes of Others: Learning Perspective-Taking Through Storytelling 117 Emilienne Idorenyin Akpan and Joshua Searle-White 8 Cross-Training and Perspective-Taking: The Development of an Oral History Project in the Sciences and Humanities 128 Taylor Allen and Kim Fox Understanding Cultural Diversity 139 9 What Do These Students Think of Us? Managing Intergroup Anxiety in a Virtually-Connected Course 141 Irene López and Wejdan Felmban 10 Physical Embodiment of Culture Through Movement 161 Balinda Craig-Quijada and Priya Joshi Development of Personal and Social Responsibility 177 11 Beyond Grades: Advancing Global Learning Through Personal and Social Responsibility in A Globally-Connected Peace Journalism Course 179 Jacob Udo-Udo Jacob and Wajiha Raza Rizvi 12 Developing a Global Mindset in Business Education: Supporting Personal and Social Responsibility 195 Vicki L. Baker and Antonis Klidas Knowledge of Global Systems and Global Contexts 211 13 Service-Learning as a Catalyst for Global Learning and Civic Engagement: A Collaborative Pedagogical Experiment 213 Gina Annunziato Dow and Karla Díaz 14 Nurturing Global Problem Solvers: An Action Research Approach to Instructional Design 230 Chong Xiao and Wing Fung Chan Part III Future Directions 247 15 Best Practices for Collaborative Online Learning and Global Engagement 249 Irene López and Deirdre Johnston 16 Expanding Our View of Global Learning Outcomes 264 Deirdre Johnston and Irene López 17 Making Global Course Connections an Institutional Priority 294 Deirdre Johnston and Irene López Appendix 1: Global Learning VALUE Rubric 305 Appendix 2: Intercultural Knowledge and Competence VALUE Rubric 309 Appendix 3: Example of Travel Seminar Connected to Global Course Partnership 313 Appendix 4: Examples of Memoranda of Understanding for Institutional Global Partnerships 357 Index 372

About the Author :
DEIRDRE JOHNSTON is Senior Director of Global Education and Professor of Communication Studies at Hope College, Michigan, USA. She is the author of The Art and Science of Persuasion, and co-author of Research Methods for Everyday Life and Understanding Human Communication. IRENE LÓPEZ is Associate Professor of Psychology at Kenyon College, Ohio, USA. She the author of numerous journal articles and book chapters, and a former Fulbright scholar in Budapest, Hungary.