Salta al menu principale di navigazione Salta al contenuto principale Salta al piè di pagina del sito

Articoli/Articles

V. 13 N. 2 (2022): Pedagogie e Didattiche Speciali: riflessioni e pratiche per una scuola innovativa e una formazione inclusiva

Remote cooperative teaching and mutual enrichment as an inclusive experience of internationalization in university

DOI
https://doi.org/10.3280/ess2-2022oa14858
Inviata
1 novembre 2022
Pubblicato
20-12-2022

Abstract

The study offers an example of an inclusive internationalization of university teaching through a digital platform. Inclusive and comprehensive internationalisation requires us to reframe our thinking, also taking advantage of the opportunities offered by digital transformation and exploring new methods of achieving internationalisation goals. Our research investigates how mutual enrichment and cooperative teaching practice among lecturers supports self-efficacy and motivation to study which international research showed to be positively affected by internationalisation experiences. Participants were students at Niccolò Cusano University in Rome and students on the undergraduate Master of Education that attended three sessions delivered remotely by a multilanguage teaching team from both universities. Students were also engaged in collaborative tasks in order to further stimulate collaboration and knowledge exchange. Data were collected before the beginning of the project (T0) and at the end of it (T1). Results showed that two of the subscales of the perceived self-efficacy scale in managing complex problems (Context Analysis and Emotional Maturity) were significantly different between the two administrations, with an improvement in T1.

Riferimenti bibliografici

  1. Akinbode A. I., Al Shuhumi S. R. A., & Muhammed-Lawal A. A. (2017). Internationalisation of higher education: The pros and cons. In N. A. Kadir, A. R. A. Latiff, A. M. Tayeb, I. N. H. Zainol, M. M. Shaed, L. C. Hong, … S. R. Rahmat (Eds.), Social Sciences Postgraduate International Seminar (SSPIS) (pp. 30-34). -- Retrieved from: http://www.soc.usm.my/images/pdf/SSPIS-2017-Final.pdf#page=29.
  2. Ala’a B., Akour A., Alfalah L. (2020). Is it Just about Physical Health? An Internet-Based Cross-Sectional Study Exploring the Psychological Impacts of Covid-19 Pandemic on University Students in Jordan Using Kessler Psychological Distress Scale, MedRxiv, https://europepmc.org/article/ppr/ppr164177.
  3. Altbach P.G., Knight J. (2007). The Internationalization of higher education: Motivations and realities, Boston College-Center for International Higher Education, http://www.bc.edu/bc_org/avp/soe/cihe/pga/pdf/Altbach-Knight_2007.pdf.
  4. Anvur (2022). Gli studenti con disabilità e dsa nelle università italiane. Una risorsa da valorizzare.
  5. Arenghi A., Bencini G., Pavone M., Savarese G. (2020). DaD in Università durante il lockdown: criticità e potenzialità Il punto di vista degli studenti con disabilità e con DSA. L’integrazione scolastica e sociale, 19(3): 48-67.
  6. Atoum A.Y., Al-Momani A. (2018). Perceived Self-Efficacy and Academic Achievement among Jordanian Students. Trends Tech Sci Res, 3(1), 555602.
  7. Bandura A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
  8. Bergmark U., Westman S. (2018). Student participation within teacher education: emphasising democratic values, engagement and learning for a future profession. Higher Education Research & Development, 37(7): 1352-1365. doi: 10.1080/07294360.2018.1484708.
  9. Biancalana V. (2020). Ricerca di dialogo per realizzare un sistema complesso Una ricerca sulla percezione dell’accesso alla didattica a distanza tra studenti universitari con disabilità. L’integrazione scolastica e sociale, 19(3): 69-75.
  10. Brandenburg U., de Wit H., Jones E., & Leask B. (2019, June 29). Defining internationalization in HE for society. University World News. Retrieved from https://www.universityworldnews.com/post.php?story=20190626135618704.
  11. Brendle J., Lock R., Piazza K. (2017). A study of co-teaching identifying effective implementation strategies. International Journal of Special Education, 32(3): 538-550.
  12. Bu Y. (2019). The role of an international education program in facilitating International students’ acculturation and self-efficacy. Texas A&M University-Corpus Christi Corpus Christi, Texas.
  13. Bulgan G., Ciftci A. (2017) Psychological adaptation, marital satisfaction, and academic self-efficacy of international students. Journal of International Students, 7(3): 687-702. Retrieved from https://search-proquest-com.manowar.tamucc.edu/docview/1902047109?pqorigsite=summon.
  14. Chan W.W., Dimmock C. (2008). The internationalisation of universities: Globalist, internationalist and translocalist models. Journal of Research in International Education, 7(2): 184-204. doi: 10.1177/1475240908091304.
  15. Chemers M. M., Hu L., Garcia B. F. (2001). Academic self-efficacy and first-year college student performance and adjustment. Journal of Educational Psychology, 93: 55-64.
  16. Cottini L. (2017). Didattica speciale e inclusione scolastica. Roma: Carocci.
  17. D’Alonzo L. (2017). La differenziazione didattica per l’inclusione. Erickson: Trento.
  18. DeLaquil T. (2019), Inclusive Internationalization is Innovative Internationalization: Purpose-Driven Higher Education Against Inequity in Society, Inclusive and Innovative Internationalization of Higher Education: Proceedings of the WES-CIHE Summer Institute June 19-21, 2019, Boston College.
  19. De Wit H., Jones E. (2018). Inclusive Internationalization: Improving Access and Equity, International higher education, 94: 16-18.
  20. Farnese M.L., Avallone F., Pepe S., Porcelli R. (2007). Scala di autoefficacia percepita nella gestione di problemi complessi (tratto da: Temi & Strumenti_ Studi e ricerche 41 “Bisogni, valori e autoefficacia nella scelta del lavoro” – ISFOL), realizzato in collaborazione con la Facoltà di Psicologia 2 Università degli Studi di Roma ‘Sapienza’.
  21. Galanti M.A., Giaconi C., Zappaterra T. (2021). Didactics and planning: stories and evolutive traces towards inclusion. Italian Journal of Special Education for Inclusion, IX(1): 7‐14. Doi: 10.7346/sipes-01-2021-01.
  22. Gong Y., Fan J. (2006). Longitudinal examination of the role of goal orientation in cross-cultural adjustment. Journal of Applied Psychology, 91(1); 176-184. doi: 10.1037/0021-9010.91.1.176.
  23. Greenhaus J. H., Powell G. N. (2006). When work and family are allies: A theory of work-family enrichment. Academy of Management Review, 31(1): 72-92. doi: 10.5465/amr.2006.19379625.
  24. Hayat A.A., Shateri K., Amini M., Shokrpour N. (2020). Relationships between academic self-efficacy, learning-related emotions, and metacognitive learning strategies with academic performance in medical students: a structural equation model, BMC Medical Education, 20(76), doi: 10.1186/s12909-020-01995-9.
  25. Hudzik J.K. (2011). Comprehensive Internationalization: From Concept to Action, NFSA European Parliament, Directorate-general for internal policies (2015). Internationalization of higher education.
  26. Hudzik J. K. (2020, June 6). How to strengthen internationalisation post-COVID-19. University World News. The Global Window on Higher Education. Retrieved from: https://www.universityworldnews.com/post.php?story=20200605072319401.
  27. Janebovà E., Johnstone C., Medalis C. (2022). Inclusion in International Higher Education: European Perspectives & Insights. ACA Thinks Pieces, 9: 1-6.
  28. Jibeen T. Khan M.A. (2015). Internationalization of Higher Education: Potential Benefits and Costs. International Journal of Evaluation and Research in Education (IJERE), 4(4): 196-199.
  29. Johnstone C. J. (2022). Conceptualising inclusive development by identifying universality, plurality, sociality, and relationality. Journal of International Development, 1-11. Doi: 10.1002/jid.3622.
  30. Kreber C. (2009). Different perspectives on internationalisation in higher education. New Directions for Teaching and Learning, 118: 1-14. doi: 10.1002/tl.348.
  31. Leask B., Jones E., de Wit H. (2018, December 7). Towards inclusive intercultural learning for all. University World News. Retrieved from https://www.universityworldnews.com/post.php?story=20181205093157690.
  32. Marinoni G. (2019). Internationalisation of higher education: An evolving landscape, locally and globally: IAU 5th Global Survey. DUZ Verlags-und Medienhaus GmbH. Retrieved from: https://www.iau-aiu.net/IMG/pdf/iau_5th_global_survey_executive_summary.pdf.
  33. Marinoni G., De Wit H. (2019). Is internationalisation creating inequality in higher education?. University World News.
  34. Marinoni G., De Wit H. (2019). Is Strategic Internationalization a Reality?. International Higher Education, 98: 12-13.
  35. Mehndroo M., Vandana M. (2020). Impact of motivation on academic achievement. Ilkogretim Online - Elementary Education Online, 19(4): 3316-3320.
  36. Mittelmeier J., Rienties B., Gunter A., Raghuram P. (2021). Conceptualizing internationalisation at a distance: A “third category” of university internationalisation. Journal of Studies in International Education, 25(3): 266-282. doi: 10.1177/1028315320906176.
  37. Moreira P.A.S., Dias P., Vaz F.M., Vaz J.M. (2013). Predictors of academic performance and school engagement – Integrating persistence, motivation and study skills perspectives using person-centered and variable-centered approaches. Learning and Individual Differences, 24: 117-125.
  38. Moretti G., Giuliani A., Morini A. L. (2018). Accrescere la consapevolezza degli studenti come soggetti in formazione: utilizzo e validazione del Motivated Strategies for Learning Questionnaire in Italia. Italian Journal of Educational Research, XI(21): 115-132.
  39. Pacheco L.F., Noll M., Mendonça C.R. (2020). Challenges in teaching human anatomy to students with intellectual disabilities during the Covid-19 pandemic. Anatomical Sciences Education, 13: 556-557.
  40. Poyrazlı S., Arbona C., Nora A., McPherson R., & Pisecco S. (2002). Relation between assertiveness, academic self-efficacy, and psychosocial adjustment among international graduate students. Journal of College Student development, 43(5): 632-642.
  41. Qiang Z. (2003). Internationalisation of higher education: Towards a conceptual framework. Policy Futures in Education, 1(2): 248-270. doi: 10.2304/pfie.2003.1.2.5.
  42. Rodolico G., Breslin M., Mariani A.M. (2022). A reflection on the impact of an internationalisation experience via a digital platform: views, opinions and experiences of students and lecturers. Journal of Perspectives in Applied Academic Practice, 10(1): 30-41.
  43. Steinmayr R., Weidinger A.F., Schwinger M., Spinath B. (2019). The Importance of Students’ Motivation for Their Academic Achievement – Replicating and Extending Previous Findings. Front. Psychol., 10: 1730. doi: 10.3389/fpsyg.2019.01730.
  44. Yusoff Y.M. (2012). Self-efficacy, perceived social support, and psychological adjustment in international undergraduate students in a public higher education institution in Malaysia. Journal of Studies in International Education, 16(4): 353-371. doi: 10.1177/1028315311408914.
  45. Zappaterra T. (2020). Pervasività del digitale, didattica e disabilità in tempo di Covid-19. Alcune riflessioni critiche. Studi sulla Formazione, 23: 87-92, Doi: 10.13128/ssf-12319.
  46. Zhou X., & Smith C. (2014). Unearthing students’ self-perspective on their intercultural sensitivity and skills development: enhancing students’ holistic experience. Retrieved 03 August 2015, from https://www.srhe.ac.uk/conference2014/abstracts/0017.pdf.

Metriche

Caricamento metriche ...