Dr. Anikó Dorner

Keynote Speech: Iterating Global Classrooms: A Decade of Transformative COIL Experiences

Biography:

Dr. Dorner is a dedicated educator and advocate of the Tec de Monterrey model, with 12 years of experience in the TEC System. She holds a Ph.D. in International Economics from Corvinus University of Budapest, with additional studies in Intercultural Management from Kyushu Kyoritsu University, Japan, a Master’s degree in Economics from Janus Pannonius University of Pécs, Hungary, and a Bachelor’s degree in International Trade from the Foreign Trade University of Szolnok, Hungary.

Dr. Dorner has significantly contributed to the design and implementation of the TEC Model 21 curriculum and has led numerous Collaborative Online International Learning (COIL) projects with institutions such as the University of Saskatchewan, Edwards School of Business (Canada), impacting over 650 students across 7 semesters. She has also collaborated with Universidad de los Andes, Bogotá (Colombia) for 3 years in an online co-teaching format impacting over 300 students, and with UNIBE (Dominican Republic) and SUNY Oswego, New York State (United States), starting as the first COIL global virtual teaching experience in 2014. Her involvement in these collaborative teaching projects and workshops demonstrates her proficiency in working within diverse and multicultural settings. In university environments, didactic teaching is giving way to new educational strategies, with COIL being a novel and effective learning approach. Dr. Dorner believes in COIL as a transformative educational experience that transcends borders and prepares students to thrive in an increasingly interconnected world.

With 24 years of academic experience as a professor, consultant, and lecturer in Mexico and Hungary, Dr. Dorner is also a speaker at international conferences in the United States, Colombia, Canada, Japan, and Spain on International Economy, Negotiations, Multiculturalism, and Educational Innovation.

Her consulting and research specialties include technological spillovers from transnational companies, global competitiveness, multiculturalism, and integrative negotiations. She has co-authored books like "Development, Competitiveness, Globalization I-II" and "Power Centers and Regions in the 21st Century Global Economy," along with numerous peer-reviewed journal articles.

Dr. Dorner's dedication to education and research has been recognized with numerous awards, including the Circle of Outstanding Professors at Tecnológico de Monterrey and the Inspirational Professor Award at Campus Hidalgo. Dr. Dorner is fluent in English, Spanish, and German, with intermediate proficiency in Russian and Japanese, and is a native Hungarian speaker.
 

Abstract:

As a pioneer in online learning and pedagogical innovation, I present my research on Collaborative Online International Learning (COIL) at the HKBU Global Virtual Exchange Summit 2024. Over the past ten years, my work in designing and implementing the TEC Model 21 curriculum at Tecnológico de Monterrey, along with leading various COIL projects, has significantly impacted over 1,200 students globally. These projects have involved partnerships with the University of Saskatchewan, Edwards School of Business (Canada), Universidad de los Andes (Colombia), UNIBE (Dominican Republic), and SUNY Oswego (USA).

This presentation explores the element of iterations in global classrooms, emphasizing how iterative COIL implementations have identified key variables that foster deeper learning. Each iteration of our COIL projects has yielded critical insights into enhancing student engagement, cultural competence, and transformative educational experiences (Dorner & Loadman, 2024).

Key aspects covered are the followings:

1. Iterative COIL Implementation

A detailed outline of the step-by-step process of continuous innovation and adaptation leading to significant improvements in student learning outcomes (Dorner & Loadman, 2024).

2. Defining Key Variables

Identification of essential elements such as the imbalance in student preparation and knowledge levels, the extent of professor guidance, and the integration of real-world projects (Dorner & Loadman, 2024) aligned with Sustainable Development Goals.

3. Commitment and Learning

An exploration of how these variables elevate student commitment and transform the learning experience, enhancing critical thinking, cultural sensitivity, and practical skills (Dorner & Loadman, 2024).

4. Learning by doing

Examples of successful hands-on learning experiences with real companies demonstrating the practical application of theoretical knowledge.

This research provides fellow educators with actionable insights and strategies to implement in their own COIL projects, enriching the learning experiences of students globally. The findings underscore the transformative potential of innovative COIL models in revolutionizing education in the digital age.

I would like to recognize my collaboration partner, Prof. Cheryl Loadman, Edwards School of Business, University of Saskatchewan, and our research together on deeper learning and continuous innovation in COIL presented in our paper, Dorner, A., & Loadman, C. (2024).

Unlocking deeper learning potential: Innovating COIL models for enhanced student engagement and global understanding. In EDULEARN24 Proceedings (pp. 2477-2485). IATED.

Keywords: COIL, pedagogical innovation, deeper learning, global classrooms, educational transformation