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29 April 2024 | Story Marina Orsini-Jones and Thembani Nosipho Hoho | Photo Supplied
COIL 2024
The Female Voices in the Third Space project team alongside attendees from various institutions.

On 18 March 2024, the inaugural international conference for the British Academy/Leverhulme-funded project, Female Voices in the Third Space: Researching Equality, Diversity, and Inclusion in South-North Collaborative Online International Learning (COIL), convened at the Coventry Conference Centre, held in hybrid mode. This gathering drew 70 participants worldwide, representing diverse regions including Brazil, South Africa, China, Vietnam, and several European countries. Experts spanning various disciplines, including students, academics, COIL consultants, and educational developers, converged in person and online. Additionally, many delegates congregated in Coventry to engage in workshops held from 19 to 20 March for the successful Erasmus+ funded COIL project, iKUDU.

The conference commenced with a warm welcome to Coventry and Coventry University by organiser, Prof Marina Orsini-Jones of the Research Centre for Global Learning (GLEA). Subsequently, the project team – comprising Prof Finardi from the Federal University of Espiríto Santo in Brazil, Prof Lynette Jacobs from the University of the Free State in South Africa, and Profs Wimpenny and Orsini-Jones from Coventry University – provided an update on the progress of the Female Voices in the Third Space project. This initiative explores the evolving landscape of Collaborative Online International Learning (COIL) in higher education (HE), focusing on female perspectives. COIL, defined as a collaborative online teaching and learning approach fostering intercultural dialogue with international partners, was discussed in light of a model previously co-designed by the applicants (Wimpenny, Finardi, Orsini-Jones and Jacobs, 2022), juxtaposed with insights garnered from interviews with female stakeholders across four continents. The research seeks to deepen understanding regarding digital inclusion and equality in HE, portraying COIL as a third space facilitating substantive equality and embedding global citizenship attributes within HE curricula. Emphasising a decolonial lens, the study aims to decentre the conceptualisation of ‘Internationalisation of the Curriculum (IoC)’, thus promoting alternative epistemologies rooted in knowledge generated by women.

Following the project team's presentation, former Coventry University students reflected on their COIL experiences, particularly highlighting the platform's role in fostering an equitable, diverse, and inclusive learning environment for women. Preeti Suri, Patience Mkpayah, Sofia di Sarno García, and Guray Koseaglu – all hailing from diverse linguistic and cultural backgrounds – provided poignant insights into the transformative impact of COIL on their academic and professional trajectories. Preeti Suri, for instance, underscored how COIL empowered her by amplifying her voice across geographical and cultural divides, enriching her academic journey, and nurturing digital literacy, communication skills, and teamwork. Meanwhile, Patience Mkpayah shared her journey of reclaiming linguistic diversity within English language teaching, advocating for a decolonised perspective. These narratives collectively validated COIL's potential as an inclusive and empowering educational platform for female students and staff in HE.

After lunch, female academics shared their experiences of integrating COIL into their pedagogical practice. Dr Valeria Baloyi highlighted the interdisciplinary potential of COIL projects, advocating for their alignment with the United Nations Sustainable Development Goals (SDGs) and emphasising the significance of staff training and institutional support. Nomfundo Khoza echoed these sentiments, affirming the enriching educational experiences afforded by COIL-VE collaborations. Ané Church showcased the integration of gamification into COIL projects, demonstrating its efficacy in fostering active learning and knowledge co-construction. Dr Asuman Aşık and Prof Andrea Wehrli further elucidated the benefits of COIL in enhancing intercultural sensitivity and professional development among female participants.

Subsequently, an interactive knowledge-sharing workshop facilitated by COIL experts Eva Haug and Prof Ntsoaki Malebo, encouraged participants to reflect on their COIL experiences, discuss best practices, and explore recommendations for South-North COIL-VE collaborations. This session sparked a spirited debate, underscoring COIL's potential to develop transversal skills while identifying challenges such as technological constraints and workload issues. Recommendations for effective COIL implementation included extensive planning, institutional recognition, and robust technical infrastructure.

The conference concluded with remarks from Dr Andrew Turner, Deputy Vice-Chancellor of Curriculum, who expressed his support for COIL integration into the curriculum, citing its role in fostering intercultural competence and community building among students. The event received overwhelmingly positive feedback, with attendees lauding the informative sessions, inclusive atmosphere, and engaging discussions. Moving forward, insights gleaned from the conference are expected to contribute to the continuing research on the Female Voices in the Third Space project, as well as to facilitate further collaboration and knowledge exchange within the COIL community.

News Archive

School of Open Learning opens access to education
2011-12-08

 

Lanterns filled the night sky as UFS staff and guests celebrate the launch of the School of Open Learning at the university’s South Campus.
Photo: Johan Pretorius

A school which intends to expand the boundaries of the University of the Free State (UFS), providing good quality higher education that is based on open learning principles. That is what the School of Open Learning at the UFS’ South Campus is all about. The School was officially launched at the Campus on 28 November 2011. 

Prof. Daniella Coetzee, Dean of the School, told guests at the launch that the School will provide opportunities other than traditional learning in higher education and open up access to those who have not had the opportunity to study at a higher education institution. This includes taking programmes and courses to students at off-campus sites. The School of Open Learning currently has 46 off-campus sites across most of the provinces, i.e. Mpumalanga, KwaZulu-Natal, North West, Eastern Cape, Northern Cape, Limpopo and the Free State. The off-campus sites are serviced by a total of 350 university lecturers and well-trained facilitators and tutors.
 
At the moment most of the programmes and courses managed by the School of Open Learning have their academic home in the Faculty of Education, providing upgrading of the qualifications of teachers as well as in-service training. In 2011 the School of Open Learning enrolled more than 4000 students for the Education courses. To date a total of 28 000 teachers have been enrolled at the School to upgrade their teaching qualifications.
 
Collaboration with the Faculty of Law in the presentation of a BIuris degree on off-campus sites is also on the calendar for 2012. This degree will be offered through contact and E-learning at three off-campus sites: Johannesburg, Durban and Cape Town.
 
The University Preparation Programme (UPP) will also form part of the School of Open Learning. This programme has proven to be extremely successful in providing students access to undergraduate degrees at the UFS. The curriculum for this bridging year offers courses from the Faculties of Economic and Management Sciences, Human and Social Sciences as well as Natural and Agricultural Sciences. Since 1993 more than 4500 students have enrolled for degree purposes after successfully completing the UPP: 1641 degrees have been awarded to students who began their studies in the programme (including 168 honours degrees; 25 master’s and 8 M.B.Ch.B. degrees). The existing foundation course in the UPP is being adapted to also serve NQF level 4 in further education. As far back as 1998, the Sunday Times (Best in Education, 1998:1) named this programme as “one of the most innovative education programmes” in a special supplement on higher education in South Africa.
 
Also speaking at the event, Prof. Jonathan Jansen, Vice-Chancellor and Rector, said the South Campus is to become intellectually alive with possibilities. He said the university will make sure there are seminars, conferences and classes where students can mingle across the university’s three campuses.

 

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