Contents
Presenters
Dr Nilay Balkan – Lecturer in Marketing, University of Glasgow
Poster
Studies demonstrate links between the teaching approaches and student engagement (e.g. Harrington et al., 2016; Børte et al., 2023), increasing the importance of this sub-theme. Extra-curricula activities can provide motivated students with additional opportunities to bolster their learning and skills development, offering new avenues of investigation for research.
There is a growing recognition that Collaborative Online International Learning (COIL) can support student engagement (eg. Quintana-Ordorika et al., 2024) because of the dynamic learning environment created and students participating in active and peer learning (Prakaschandra et al., 2024). These qualities were highlighted in the conference call as important within a learning environment. The benefits of COILs have increased interest in this approach and raised questions about how best to implement them (Garizurieta-Bernabe and Prakaschandra,2024). However, why COILs play a role in student engagement have been less explored (see Jones, 2024). Subject engagement supports subject matter knowledge, which is not only an important component of completing the degree but also recognized as essential for critical thinking and problem-solving (Milbourne and Wiebe, 2018). Yet, there is fragmented understanding of how the type of engagement encouraged by COILs develop subject matter knowledge (see Stanley and Zhang, 2020; Anazi and Shimizu, 2022). Further studies on COILs can provide insights for Higer Educations institutes to effectively implement COILs and support subject engagement.
The aim of this study is to explore how a COIL project encouraged student engagement and how this encouraged subject matter engagement. The poster is a summary of this exploration and can be used by educators to develop their learning and teaching approaches to fit with learner needs. The study intends to contribute to learning and teaching in two ways. One, support learning and teaching approaches to develop COIL projects better aligned to the student learning experience. Two, exploring how COIL as a learning and teaching approach may encourage subject matter engagement.
The COIL in this study is an extracurricular project about sustainability in marketing between two marketing MSc classes based in Scotland and Turkey. Data collection is underway at the time of abstract submission and will be collected from interviews with students and tutors, end-of-project feedback forms, and a weekly teacher diary structured using Gibb’s Reflective Cycle (1988).
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