Mirror Class as an Internationalization Strategy: Medical Students' Perceptions of a Virtual Academic Exchange Experience
DOI:
https://doi.org/10.22517/25393812.25823Abstract
Open and distance learning and online collaborative learning strategies, such as mirror classes, have strengthened internationalization in higher education by facilitating academic interaction among students and faculty from different contexts, promoting meaningful learning, the development of global competencies, and the use of digital technologies. The present research focused on describing the perception of second-year medical students at a university in Medellin, Colombia, regarding the implementation of the COIL (Collaborative Online International Learning) methodology in collaboration with a university in Quito, Ecuador. To achieve this objective, a survey was administered via a Google Forms questionnaire containing questions regarding students' perceptions of mirror classes. The results revealed that 57 % of the students were between 19 and 21 years of age, 94 % considered these activities important for their educational development, 92 % had a positive perception of this methodology, and 90 % considered that the time allocated was appropriate. In conclusion, conducting these activities enables the exchange of knowledge across borders, overcoming traditional classroom barriers, and generates a positive perception among students.
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