Abstract
Collaborative Online International Learning (COIL) is a well-known concept for virtual exchange. For the partnership of the PH Ludwigsburg and the University of North Carolina at Charlotte it served as the theoretical framework for continuing our collaboration even under pandemic conditions. Students from both universities improved their intercultural communication, media, and global learning competencies while working in groups to research global challenges. Findings suggest COIL is a beneficial pedagogical method to impact students’ awareness of their own and others’ diverse cultural perspectives. While there were implementation challenges, out of them emerged many opportunities.
Highlights
As has been the custom every other year for the past 15 years, in the fall of 2020, students from The University of North Carolina at Charlotte (UNCC) intended to study abroad in Germany where the Pädagogische Hochschule Ludwigsburg – University of Education (PH LUE) would serve as the host institution
Early in 2020, once Covid-19 was recognized as a global pandemic, it became clear the study abroad program would not be realized that year
While student mobility came to an abrupt halt, it provided an opportunity for virtual exchange
Summary
As has been the custom every other year for the past 15 years, in the fall of 2020, students from The University of North Carolina at Charlotte (UNCC) intended to study abroad in Germany where the Pädagogische Hochschule Ludwigsburg – University of Education (PH LUE) would serve as the host institution. Group Working Phase: Throughout, the instructors communicated with each other via email and through virtual meetings several times a week They provided students with resources for conducting research as well as with resources for creating effective and cooperative and collaborative groups. COIL combines both elements from cooperative learning and project orientation, as students worked in groups and chose their own topics to research. Other future considerations include closely monitoring asynchronous course content that supported project-based learning to make sure it was completed, additional mandatory milestone meetings to keep students focused and on pace, and more guidelines for students who need them. One PH LUE student wrote, “If such a project were offered again as part of my studies, I would definitely participate!” Another reflected: “The COIL project made me realize that there can be so many different perspectives on an issue.”. One UNCC student wrote: “I would absolutely love to connect my students with students from another country to work together to complete a project.” She indicated she could not yet determine “to what extent or level.”
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