Collaborative Online International Learning Research Articles

Centering Cultural Knowledge in TPACK— Evidence From a Collaborative Online International Learning Collaboration

In this qualitative study, we analyzed the processes of a collaborative online international learning (COIL) collaboration between two higher education institutions in Japan and the United States from the perspective of the technological, pedagogical, and content knowledge (TPACK) framework. The research question this study aimed to address was: What is the utility of the TPACK framework, as a lens of analysis, for this online cultural exchange? To address this question, we conducted semi-structured interviews with student participants and examined their written works. From the student participants’ learning experiences, we identified evidence of cultural exchange as well as evidence of missed opportunities for cultural exchange arising from the limited knowledge of technology, pedagogy, content, and culture. COIL and TPACK both share a common goal of increasing students’ access to multiple knowledge systems using educational technology. As a result, COIL conceptually aligns well with the TPACK framework. This collaboration showed an ongoing need for the centering of cultural knowledge and cultural exchange in both COIL and TPACK. We, accordingly, outline potential for a TPACCK, a modified TPACK framework to center cultural knowledge in both with the hope of taking steps towards a more culturally sustaining framework of international collaboration.

Caring for our planet: a world apart or same difference? A global music collaboration

PurposeThe impact and collective threat of climate change is of key concern to all. Music and arts education can play a role by responding to the ongoing climate crisis through the creation of artworks as activism. This paper discusses a collaborative online international music project and its potential contribution to sustainable development education.Design/methodology/approach 10,427 miles and 11 hours apart, music education students undertook the project, working in groups with a mix of students from Aberdeen, Scotland and Melbourne, Australia in each group. Each student collected video footage that captured their experience of climate concerns related to their environment. Students combined and edited the footage then collaboratively composed music to accompany the footage. This research was conceived as a collaborative self-study project undertaken by the authors as music teacher educators.FindingsThe results show a range of musical and extra musical outcomes and challenges. Evidence suggests that a collaborative online international music learning experience may contribute to sustainable development education and regenerative practice more broadly. Students began to develop their practice as educators for school and community contexts embedding learning for sustainability and climate consciousness, thus enabling them to develop as active global citizens.Originality/valueThis paper argues for greater attention to the affordances of digital collaborative music technology tools to facilitate creative projects as well as the need to reimagine musical experience, drawing together strands of music, sustainability education, technology and global citizenship. This paper also argues for the importance of embedding the UN Sustainable Development Goals in teaching and learning in Higher Education.

Evaluation of good practices and opportunity areas of a Collaborative Online International Learning (COIL) program: Global Shared Learning Classroom

Evaluation of good practices and opportunity areas of a Collaborative Online International Learning (COIL) program: Global Shared Learning Classroom

Collaborative online international learning in physiology: a case study.

Internationalization in higher education is essential, and although active learning methodologies are increasing and allow students to develop transversal skills, most still have a very local scope. In this context, the Collaborative Online International Learning (COIL) methodology is an interesting approach to benefit the students' development. It consists of an online program that involves creating multicultural teams to develop a specific learning project. Although this methodology is expanding, its use in physiology is still scarce. This paper aims to show an example of applying COIL methodology in physiology topics to enhance higher-education students' innovation and business skills. Our example project developed a sports-assessment service concept focused on physiology and biomechanics assessments. The program involved teams from Brazil, Germany, and Spain, comprising undergraduate and master students. Over 7 weeks, these teams, mentored by professors and researchers, engaged in workshops covering COIL methodology, business model design, executive summary planning, economic analyses, and communication techniques. Key outcomes included learning new concepts, developing soft skills, building confidence in innovative solution proposals, and experiencing diverse cultures. Challenges faced were language barriers, scheduling, task complexity, and logistical issues. This experience confirms the effectiveness of incorporating programs using COIL methodology into educational curriculums. Doing so exposes physiology students to innovation, entrepreneurship, and business creation while strengthening their professional connections and opening up postgraduation opportunities.NEW & NOTEWORTHY Although the Collaborative Online International Learning (COIL) methodology is expanding, its use in physiology is still scarce. Our example COIL project of 7 weeks developed a sports-assessment service concept focused on physiology and biomechanics assessments. The program involved teams from Brazil, Germany, and Spain, comprising undergraduate and master's students. Students perceived extracurricular activities in this format as beneficial. Coaches also expressed positive views about such initiatives, noting benefits for students and their development.

Global Citizenship and Internationalization at Home: Insights from the BRASUIS Virtual Exchange Project

This paper reports on the BRASUIS Virtual Exchange (VE) Project carried out in two universities in Brazil and another one in Switzerland. The theoretical framework informing the research is that of Collaborative Online International Learning COIL/VE as a strategy to develop Global Citizenship (GC) and Internationalization at Home (IaH) in the three institutions involved. The BRASUIS project involved 26 students from the universities involved and eight international scholars as guest speakers. The project included both synchronous and asynchronous exchanges carried out over 14 weeks. The methodology employed to analyze the impact of the BRASUIS project on the institution’s IaH and GC approach is qualitative, using content analysis to look at data from reflection reports and observations produced by the project participants and lecturers. Results of the analysis reveal a varying degree of institutionalised internationalisation when comparing Brazilian and Swiss institutions and suggest that the BRASUIS project made a significant contribution to the development of GC and IaH in the Brazilian institutions involved and though it was a teacher-led innovation, there is potential to institutionalize VE projects beyond individual teachers’ efforts in those institutions. Results are discussed in terms of the challenges and benefits of VE to develop GC and IaH.

Development of a Collaborative Online International Learning (COIL) Activity.

Global mobility has made global health a priority within nursing curricula and health care organizations. A collaborative online learning activity could promote international perspectives of health care delivery. Including a collaborative online international learning activity in continuing education for practicing nurses is a viable strategy that is consistent with the internationalization at home movement. Use of a qualitative descriptive evaluation approach when teaching prelicen-sure nursing students and educating practicing nurses provides effective international collaboration, promotes a global mindset, and provides an exemplar for professional development specialists to teach practicing nurses. [J Contin Educ Nurs. 2024;55(5):220-223.].

Unlocking Value Co-Creation in Entrepreneurial Ecosystems: The Vital Role of Institutions

The entrepreneurial ecosystem is quite complicated because of the presence of numerous stakeholders and the inclusion of multicultural and social elements in diverse communities. The role of entrepreneurship education in developing entrepreneurial skills and aptitude has evolved. The collaboration between universities, companies, and organizations in the collaborative online international learning (COIL) approach plays an important role in the entrepreneurial ecosystem to enhance value co-creation. To extend the limited literature on value creation through entrepreneurship education among stakeholders and analyze the entrepreneurial ecosystem from a micro perspective, this study investigated why companies and organizations support universities at the individual, organizational, and institutional levels to foster entrepreneurial ecosystems. Following a global career course using the COIL approach, semi-structured interviews were conducted in person or via Zoom with four representatives of the Embassy of Canada to Japan, Ernst & Young, and Manulife from April to May 2022. The modified grounded theory approach was used to analyze the responses from three institutions. The results showed that students were provided with the opportunity to solve actual issues that the three institutions faced and the students’ perspectives were considered to identify and develop high-quality proposals at the individual, organizational, and institutional levels. The institutional philosophy, organizational engagement and development, and personal development of the representatives of these institutions effectively create values within universities while also forming entrepreneurial ecosystems at Japanese and Canadian companies, organizations, and universities to help build the next generation of leaders. This study has important implications through its contribution to society and the development of an entrepreneurial ecosystem in collaboration with the academic, industrial, and public sectors.

Development of a U.S./U.K. Collaborative Online International Learning (COIL) partnership for undergraduate education in public health

Preparing future public health (U.S.) or health and social care (U.K.) professionals for international settings is imperative in today’s higher education landscape. Collaborative Online International Learning (COIL) is an innovative form of virtual exchange (VE) that provides students with international experience, cultural competence, and an understanding of global healthcare needs. This practice report summarizes how two universities in the U.S. and U.K. co-developed a COIL unit for their public health and health and social care students to learn about international healthcare systems. Public health faculty used SUNY COIL planning strategies and backward course design to guide the planning of the COIL unit. The learning processes and outcomes were designed to support program and campus learning outcomes that align with domain areas required by the Council on Education for Public Health. The planning process, curriculum, and technology used for the COIL unit are outlined. Evaluation of the unit included achieving student learning outcomes at the course, program, and campus levels; changes in intercultural awareness based on the Intercultural Knowledge and Competence VALUE Rubric; benefits to students, research assistants, and faculty; and alignment with the qualities of VE.

Designing formative feedback in collaborative online international learning

BACKGROUND: The adequate delivery of formative feedback in higher education is vigorously discussed to support the development of students’ learning activities. Most of the literature refers to individual feedback to students in the context of web-based training and teaching in higher education. However, concrete design recommendations are scarce, especially regarding collaborative online international learning modules. OBJECTIVE: This paper aims to identify and systematize the need for formative feedback from students in Virtual Exchange modules and concludes with implications for the design of formative feedback activities. METHODS: The research employs a two-step sequential explorative mixed methods and longitudinal approach. A quantitative pre-test is followed by a qualitative self-reflective journal survey with two data collection dates using a thematic co-occurrence analysis. RESULTS: Based on 11 abductively coded themes, findings include the effects of agents on students and barriers and prerequisites for implementing formative Feedback in COIL modules. CONCLUSIONS: The effects of feedback can vary depending on the agent. While e-tutors need to build trust and give orientation, teachers support reflection, and peers affect motivation. Applicable and quick responses are fundamental for a positive perception of formative feedback. Peer feedback can potentially improve learning and reduce the teacher’s workload.

Student Reflections on Enhancing Cultural Awareness in Health Education Specialists: Insights From a Collaborative Online International Learning (COIL) Experience

Immersive global learning experiences like Collaborative Online International Learning (COIL) offer students cross-cultural knowledge, awareness, and language fluency, fostering critical analysis, and problem-solving. This paper focuses on U.S. and Dutch students’ perceptions of personal growth as future health education specialists regarding cultural sensitivity and competence within a COIL course. The study explores valuable skills for professionals engaging with diverse populations, contributing to the literature on faculty-led internationalization initiatives. Both the COIL research model and the cultural intelligence (CQ) framework guided the design and implementation of the COIL course. A thematic analysis of self-reflection narratives from N = 49 undergraduate students from the U.S. and the Netherlands revealed categories and themes related to cultural perspectives in health promotion, cultural sensitivity and competence, and essential skills for health education specialists. The findings demonstrate the impact of COIL on students’ cultural perspectives and knowledge, their awareness of cultural norms, and the importance of diverse strategies and approaches in health promotion. The study highlights the value of COIL courses in developing cultural understanding within educational settings and provides insights for educators and students interested in engaging with diverse populations.

A Virtual Transcultural Understanding Pedagogy: Online Exchanges of Emic Asian Cultural Concepts

Abstract This paper describes the principles and applications of a teaching/learning/research method of a “Virtual Transcultural Understanding Pedagogy” (VTUP) based on the conditions for prejudice reduction and the principles of Team Learning and Exploratory Practice. The pedagogy was implemented in a Collaborative Online International Learning (COIL) project involving Japanese, Malaysian, and Chinese students enrolled in an online graduate seminar course conducted via Zoom at a leading research university in Japan. This seminar aimed to achieve a transcultural understanding of key emic cultural concepts through online interviews and collaborative writing using English as a lingua franca. Reflections on the exchanges that provide evidence for transcultural understanding are presented, thereby supporting the VTUP method. The contributions of the unique teaching/learning/research methodology to transcultural understanding and suggestions for implementing this pedagogy are discussed.

The Impact of Using Collaborative Online International Learning during the Design of Maker Educational Practices by Pre-Service Teachers

The main purpose of this study is to measure the effect of COIL when implementing the maker methodological approach in teacher training in relation to motivation and the technology acceptance level. The sample consisted of 44 primary education pre-service teachers from the University of The Basque Country (UPV/EHU). The motivation level was measured using a post survey that included the Reduced Instructional Materials Motivation Survey (RIMMS) and the perception in relation to the acceptance of the technology using items from the Technology Acceptance Model (TAM). Quantitative data were collected at the end of the training to analyse the differences among the two groups, the EHU control group and the EHU-COIL experimental group. Results show that the EHU-COIL experimental group showed higher levels of motivation and technology acceptance in all of the subscales compared to the EHU control group after completion of the experience of being trained on maker education and designing collaboratively sustainable maker educational teaching and learning plans. The differences were particularly significant in the perceived usefulness subscale. In light of these findings, it seems that participation in COIL in teacher training adds value to maker-based educational practices.

Framing the barriers to collaborative online international learning implementation: the impact of political, infrastructural, temporal, and experiential factors

ABSTRACT Scholarship indicates that Collaborative Online International Learning (COIL) is a cost-effective approach to enhancing students’ intercultural communication competence (ICC). While much has been recently written about COIL’s impact on ICC and its classroom implementation, the barriers which potentially impact student engagement remain underexamined. This exploratory qualitative case study of seven foreign language learners at a rural U.S. public university details barriers to COIL implementation through four frames: political issues related to censorship of preferred communication applications, infrastructural challenges related to unreliable technology, temporal issues related to scheduling and time management, and experiential challenges in adjusting to virtual learning environments.

Collaborative Online International Learning (COIL) for Information Systems Education: Best Practices and Implementation Strategies

We explore the importance of online collaboration, cross-cultural understanding, and intercultural competence in today’s workplace, highlighting the need for Information Systems (IS) educators to integrate Collaborative Online International Learning (COIL) into their curricula. COIL offers numerous benefits by providing students with opportunities for joint projects and intercultural experiences including a global perspective, cross-cultural collaboration, exposure to innovative practices, global networking, intercultural competence development, and real-world application. Drawing on our own experiences, we present insights into recommended practices and potential pitfalls associated with COIL. Our goal is to empower IS educators to prepare students for the demands of a globalized workforce, cultivating a global mindset, cross-cultural collaboration skills, and intercultural competence in their field.

Fostering Musical Education through COIL Methodology

This study focuses on a design proposal for the teaching of musical and artistic subjects in Primary Education teacher training through the COIL (Collaborative Online International Learning) methodology. Firstly, a description of the theoretical basis and the educational context of the proposal is given, followed by a presentation of the application of the project, the tools and materials used. Then, the implementation of this proposal with the students is presented, as well as other questions that emerged during the design process. Finally, the results obtained after its implementation and reflected in the evaluation survey of the participating students are shared. The objective is to enrich the data on the benefits of the application of this methodology at university level.

A Collaborative Online Learning Activity (COIL) Between Japan and United States of America on Culture and Language Studies

This paper reports on the outcomes of a Collaborative Online International Learning Activity (COIL), conducted between a Japanese and an American university. Both schools gave their students a total of eight weeks of activity. Sixty students from two institutions participated in this study. During each week, students received various cultural topics to discuss, and students from both schools exchanged opinions on Zoom. The Social Networking Approach (SNA) (“3x3+3”) was used to assess students’ competencies: the three content realms contain (1) linguistic; (2) cultural; and (3) global social domains, and within each of these three domains, three different skills: (i) “Can Understand”; (ii) “Can Do”; (iii) “Can Connect”, that need to be developed in language education. Our findings show that Zoom Talk provided a positive experience for the students by facilitating connectivity among the participants. However, Japanese students were more confident in their “can understand” than “can do” skills whereas the American data was entirely positive, making determination difficult.

Building Bridges Across Cultures

Sport managers and sport industry professionals must understand how to operate in an ever-evolving, global sport marketplace, and this can be initiated through education and curriculum development (LeCrom & Naylor, 2020). More specifically, the area within global learning that has been applied to the field of sport management in this category is Collaborative Online International Learning (COIL). A project incorporating the principles of COIL involves a virtual exchange or telecollaboration whereby faculty members from separate institutions in different parts of the world use online technology to facilitate student collaboration to increase intercultural competencies. In this study, the authors implement a COIL project from the creation of learning outcomes and defining the details of the project, to determining the deliverables and evaluation rubrics. The authors followed Bank’s (2003) Transformation Approach for the integration of multicultural content into a curriculum. The curricular setting for this project is a collaboration between a sport and legal issues course (United States) and a business marketing course (Ecuador) with a focus on the COIL concept to garner student collaboration in the area of personal brand building of student-athletes in the collegiate athletic context.

Research Globally, Learn Globally: An Innovative Course-Based Research Project Through Collaborative Online International Learning (COIL) Among Nutrition Students From American and Mexican Universities

The current article describes a 12-week course-based research project through Collaborative Online International Learning (COIL) among nutrition students from American and Mexican universities. Students were divided into small research teams, developed questionnaires, and conducted online surveys with college students in their home institutions. After a data collection period, each research team analyzed data and compared results between American and Mexican participants. Based on their study results, each research team developed a proposed 6-month nutrition intervention project for college students. Post-COIL project survey results demonstrate that students rated high in the areas of overall COIL experience, the duration and time of interaction in the COIL project, technologies, interaction with peers and professors, global and cultural competency, and overall satisfaction of the project. This research also highlights the importance of a course-based research project in student critical thinking skills and science literacy. Future research is needed to effectively evaluate the synergistic effects of COIL and a course-based research project on student learning across the globe.

An introduction to local and global health behaviors using a Collaborative Online International Learning exchange

Collaborative Online International Learning (COIL), uses technology to facilitate the engagement of students from different countries in collaborative coursework and sharing of cultural perspectives. The existing literature concerning COIL exchanges points to the need to further explore student satisfaction and engagement with such exchange projects, and whether course learning outcomes are being achieved. This practice paper describes a COIL exchange between students of health psychology at Mary Immaculate College, Ireland, and Sacred Heart University, in the United States. During this 10-week project students were required to engage in synchronous and asynchronous activities. Following the completion of the COIL project, students were given a questionnaire to assess their course satisfaction and whether learning outcomes were achieved. Findings indicate that students were satisfied with the exchange and learning outcomes were met. Overall, COIL may serve as another teaching approach to help students learn course specific material, understand multicultural viewpoints, and enhance their professional skill set.

Impact of COIL: Learning From Student Nurses in Norway Who Collaborated With U.S. Students.

The aim of this study was to describe the experience of Norwegian nursing students with internationalization through participation in a Collaborative Online International Learning (COIL) course. Educators in Norway and the United States collaborated to incorporate internationalization and population health concepts into virtual courses during the pandemic. Literature gaps exist in post-implementation assessment data that ascertain internationalization through the COIL experience. This was a qualitative study with a descriptive design. Data were collected from focus group interviews and analyzed conventional content-analysis approaches. Fifteen Norwegian undergraduate nursing students who participated in the COIL opportunity completed focus group interviews. The themes identified included, "virtual conversation builds collaborations and enhances learning," and "this opened my eyes." Norwegian students acknowledged they had learned transferable lessons from their global partners that could be applied to patient care of the marginalized population in Norway.