Implementing Collaborative Transnational Teaching and Learning pedagogies: A Case
Study
Abstract
Purpose:
The pedagogical approaches adopted by faculty to teach concepts of management continues to
be a challenge for faculty engaging such courses. The approaches adopted can be student
centric or faculty centric. The current paper delves upon one such course where faculty adopted
a student centric Collaborative Online International Learning (COIL) cross border approach to
teach International Business through a student centric pedagogy. Such an approach can be a
true challenge for institutions in both home and host countries, especially with respect to
program design and implementation.
Design/Methodology/Approach
This is a case study embedded in realism. In this paper the experiences of online cross border
academic collaboration for one semester for students of Marketing Management is delineated.
This initiative was a precursor to a more immersive interaction. The pedagogical initiative
operated in USA and India. From the feedback received from students and faculty some
important factors promoting engagement among students were identified.
Findings
The findings suggest that program design and delivery are important in management of such
initiatives if students are expected to develop global competencies.
Originality/Value
Collaborative Online International Learning (COIL) has emerged as an innovative way to
provide intercultural exposure, engage the students with diverse backgrounds and engage them
meaningfully in the current context.
Keywords: Collaborative Online Learning, Student Learning, Management Education, COIL,
pedagogy.
Dr Indira Singh,
Associate Professor, Chetana’s Institute of Management and Research, Mumbai
Email: Indira.singh@cimr.in
Dr Nripendra Singh,
Professor, Clarion University of Pennsylvania
Email: nsingh@clarion.edu