The Growth of Self-Efficacy through Exchange Learning with Cambodian Primary Schools

Abstract

After the COVID-19 pandemic, the use of ICT has been promoted, and improvements in network infrastructure in developing countries are making effective international exchange learning increasingly possible. There has been an increase in cases where educational institutions, including schools, use ICT and online tools to implement collaborative programs, such as exchange learning. However, few studies describe and analyze the processes by which these programs are designed and how collaboration occurs. In collaboration with a local primary school in Cambodia, this study designed international exchange learning in the context of high school inquiry-based learning, using the Collaborative Online International Learning (COIL) and incorporating authentic activities. By describing and analyzing the collaborative process, this study captures the transformation of students and clarifies its significance. The results show that, through exchanges, students heard direct feedback, confirmed that the videos they created were used in the local context, and received feedback from the local community. Through these authentic activities, the students’ awareness of “confidence,“ “sense of achievement,“ and “contribution“ increased, thereby fostering their sense of self-efficacy.