Abstract:

Global Share Learning Classroom (GSLC) is a model based on COIL (Collaborative Online International Learning), a teaching and learning methodology developed by Jon Rubin at the State University of New York. The main goal of COIL implementation is to integrate virtual mobility for a minimum of four weeks within multicultural environments.

The GSLC experience described here involved a five-week online course, "Global Health for Leaders," offered by Tec de Monterrey during the August-December 2023 semester. A total of 692 students from diverse disciplines at three universities participated: Tec de Monterrey (Mexico, n=344), Boyacá University (Colombia, n=103), and Norbert Wiener University (Peru, n=245).

To facilitate collaboration, a dedicated website was created, providing comprehensive information about activities, instructors, and grading rubrics. Weekly schedules with deadlines and activity details were also distributed.

The program engaged students through collaborative activities, including an icebreaker, two core activities (opening and closing sessions), and individual reflection exercises. Activities were designed for both a dedicated platform (Discord) and each university's official academic platform (e.g., Canvas).

Thematic focus centered on the UN Sustainable Development Goals with a specific lens on global health. A key activity, a "World Cafe" discussion, encouraged students to reflect on global health indicators, developing global health initiatives across disciplines, and exploring national health disparities within the participating countries.

While 63% (n=437) of participants completed all activities and earned an "honor badge," completion rates varied across universities. Colombia boasted the highest rate (nearly 70%), while Peru had the lowest (29.4%). This suggests tailoring GSLC programs to different educational models and student profiles. Notably, the Peruvian university, primarily serving working adults, had a lower completion rate.

Large-scale GSLC is feasible, our program successfully ran with over 600 students from three universities. Engagement can be a challenge, despite a well-designed program, only 63% of students completed all activities. Fully online universities may require adjustments to implement GSLC methods. The online university with mostly working students had a lower completion rate. Future iterations should consider adapting the program for different educational models and student profiles. Communication platforms are crucial, having a dedicated website and using compatible platforms like Discord can improve student engagement.

This large-scale GSLC implementation demonstrates its feasibility for engaging hundreds of students across diverse disciplines and institutions. However, fostering consistent engagement remains a challenge. The program's success highlights the importance of dedicated communication platforms, exemplified by the website and Discord.

GSLC programs within global health education offer valuable learning experiences. Students discussed critical global health issues and collaborated across institutions, enriching their understanding and perspective. This experience provides valuable insights for future iterations involving large student cohorts, diverse disciplines, and collaborative learning environments.

Keywords:

COIL, Global Shared Learning Classroom, Latin America, International Cooperation, Study abroad.