# data[].attributes.headline
 ICLHE (Integrating Content and Language in Higher Education) and the COIL approaches (Collaborative Online International Learning): Students' reflections

# data[].attributes.subject
 ICLHE (Integrating Content and Language in Higher Education) and the COIL approaches (Collaborative Online International Learning): Students' reflections

# data[].attributes.body
Mestre-Segarra, M. Á., & Ruiz-Garrido, M. F. (2022). Examining students’ reflections on a collaborative online international learning project in an ICLHE context. System, 102714. https://doi.org/10.1016/j.system.2021.102714

# data[].attributes.headline
Cross-cultural Collaborative Online Learning: When the West Meets the East

# data[].attributes.subject
Cross-cultural Collaborative Online Learning: When the West Meets the East

# data[].attributes.attachment_link.readable_text
Abstract

Current information and communication technologies allow more international connections. To succeed in the 21st century global society, students should develop their inter-cultural knowledge and the skills that will enable them to appropriately interact and work with people from different cultures. The rapid growth of online learning has created a need to study online environments which foster inter-cultural learning communities. This study explored how different cultures influence students' communication styles and strategies, collaboration and interaction, and social constructivist pedagogy to promote online collaboration. The study findings will help educators design effective online instruction for an inter-cultural learning community.

Citation

Chen, S.J., Hsu, C. & Caropreso, E. (2005). Cross-cultural Collaborative Online Learning: When the West Meets the East. In G. Richards (Ed.), Retrieved March 2, 2022 from Proceedings of E-Learn 2005--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 1931-1941). Vancouver, Canada: Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/primary/p/21480/.

Keywords

References

View References & Citations Map

1. Bavelas, J.B., Kenwood, C. & Phillips, B. (2002). Discourse Analysis. In M.L. Knapp... [et al.] (3rd ed.). Handbook of interpersonal communication. Thousand Oaks, CA: Sage.

2. Cifuentes, L. & Shih, YC (2001). Teaching and Learning Online: A Collaborative between U.S. And Taiwanese Students. Journal of Research on Computing in Education, 33(4), 56-75.

3. Derry, S.J. (1999). A Fish called peer learning: Searching for common themes. In A.M.O'Donnell& A. King (Eds.), Cognitive perspectives on peer learning (pp. 197-211). Mahwah, New Jersey: Lawrence Erlbaum Associates.

4. Gance, S. (2002). Are constructivism and computer-based learning environments incompatible? Journal of the Association for History and Computing, 5 (1). Retrieved June 6, 2005, from: http://mcel.pacificu.edu/JAHC/JAHCV1/K-12/gance.html

5. Ingram, A. & Hathorn, L. (2004). Methods for analyzing collaboration in online communication. In T.S. Roberts, Online collaborative learning: theory and practice (pp. 215-241). Hershey, PA: Information Science Publishing.

6. Kim, B. (2001). Social constructivism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved July 7, 2005, from http://www.coe.uga.edu/epltt/SocialConstructivism.htm

7. Jonassen, D.H. (1999). Designing constructivist learning environments. In C.M. Reigeluth (Ed.), Instructional design theories and models: A new paradigm of instructional theory (Vol. II, pp. 215-239), Mahwah, NJ: Lawrence

8. Mazur, J.M. (2004). Conversation analysis for educational technologists: theoretical and methodological issues for researching the structures, processes, and meaning of on-line talk. In D.H. Jonassen (Ed.). Handbook of Research on Educational Communications and Technology (pp. 1073-1098). Mahwah, NJ: Lawrence Erlbaum Associates.

9. McMahon, M. (1997, December). Social Constructivism and the WorldWide Web-A Paradigm for Learning. Paper presented at the ASCILITE conference. Perth, Australia.

10. Moallem, M. (2003). An interactive online course: A collaborative design model. Educational Technology Research and Development, 51 (4), 85-103.

11. Oetzel, Meares, and Fukumoto (2003). Cross-cultural and intercultural work group communication. In R.Y. Hirokawa... [et al.] (8th ed.). Small group communication: theory& Practice. Los Angeles, CA: Roxbury.

12. Porter& Samovar (2003). Communication in the multicultural group. In R.Y. Hirokawa... [et al.] (8th ed.). Small group communication: theory& Practice. Los Angeles, CA: Roxbury.

13. Rice, R.E. & Love, G. (1987). Electronic emotion. Communication Research, 14(1), 85-108.

14. Ritchie, D.C., Hoffman, B. (1996). Using Instructional Design Principles To Amplify Learning On The WorldWide Web, http://edweb.sdsu.edu/clrit/learningtree/DCD/WWWInstrdesign/WWWInstrDesign.html

15. Scollon, R. & Scollon, S.W. (1995). Intercultural communication: a discourse approach. Cambridge, MA: Blackwell Publishers.

16. Sharon G.S. & Edward L.H. (1999). Creating community online. Educom Review, 34 (2). Retrieved July 23, 2003, from: http://www.educause.edu/ir/library/html/erm99021.html

17. Sherry, L. (1996, October). Supporting a networked community of learners. Tech Trend, 28-32.

18. Sherry, L. (2000). The nature and purpose of online conversations: A brief synthesis of current research. International Journal of Educational Telecommunications, 6 (1), 19-52.

19. Slotte and Tynjälä (2002). Communication and Collaborative Learning at Work: Views Expressed in aCross-Cultural E-Learning Course. ERIC Number: ED479610.

20. Solloway, S. & Harris, E. (1999). Creating Community Online. Educom Review, 34 (2). Retrieved June 6, 2005, http://www.educause.edu/ir/library/html/erm99021.html

21. Vrasidas, C. (2000). Constructivism versus objectivism: Implications for interaction, course design, and evaluation in distance education. International Journal of Educational Telecommunication, 6 (4), 339-361.

These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.

Suggest Corrections to References

# data[].attributes.attachment_link.title
Cross-cultural Collaborative Online Learning: When the West Meets the East

# data[].attributes.attachment_link.description
Current information and communication technologies allow more international connections. To succeed in the 21st century global society, students should develop their inter-cultural knowledge and the skills that will enable them to appropriately interact and work with people from different cultures. The rapid growth of online learning has created a need to study online environments which foster inter-cultural learning communities.

# data[].attributes.headline
Innovation in Collaborative Online International Learning: A Holistic Blend

# data[].attributes.subject
Innovation in Collaborative Online International Learning: A Holistic Blend

# data[].attributes.attachment_link.readable_text
Katherine Wimpenny

Marina Orsini-Jones

Part of the Lecture Notes in Educational Technology book series (LNET)

Abstract

This chapter outlines innovative models and case studies of Collaborative Online International Learning (COIL) implemented at Coventry University (UK). The institutional drive towards the integration of COIL as part of internationalisation of the curriculum will be outlined, as well as a brief overview of the issues relating to the design and delivery of pedagogies for intercultural online learning. Staff incentives and capability development in facilitating students' engagement in meaningful intercultural interactions will also be considered. In particular, and through the sharing of case studies, this chapter will discuss the 'holistic blend' that COIL can offer. We will illustrate what students stand to gain beyond the immediate action learning of the online dynamic alongside face to face interaction. Such interaction includes the development of critical digital literacy skills, the acquisition of interactional online communication skills, and importantly, openness to knowledge pluralization. It will be argued that consideration must be given to where in the curriculum students should encounter COIL pedagogies and to how to synchronise and merge COIL within the wider course programme. This is to enable students to make sense of COIL as part of their wider internationalised curriculum and not to see it as an add on. Finally, further research recommendations for the design and delivery of COIL, based on the last decade of practices at Coventry University, will be shared.

Keywords

Collaborative Online International Learning (COIL) Intercultural dialogue Action learning Critical digital literacies Knowledge pluralization

This is a preview of subscription content, log in to check access.

References

Wimpenny, K., Knowles, R., Ramsey, C., & Speculand, J. (2018). #3CityLink: Disrupting learning through a translocal art pedagogy exchange project. The International Journal of Art & Design Education. https://doi.org/10.1111/jade.12193 , https://onlinelibrary.wiley.com/doi/10.1111/jade.12193 .

# data[].attributes.attachment_link.title
Innovation in Collaborative Online International Learning: A Holistic Blend

# data[].attributes.attachment_link.description
Katherine Wimpenny Marina Orsini-Jones Part of the Lecture Notes in Educational Technology book series (LNET) This chapter outlines innovative models and case studies of Collaborative Online International Learning (COIL) implemented at Coventry University (UK).

# data[].attributes.headline
Collaborative Online International Learning (COIL): Preparedness and experiences of South African students

# data[].attributes.subject
Collaborative Online International Learning (COIL): Preparedness and experiences of South African students

# data[].attributes.attachment_link.readable_text
ABSTRACT

ABSTRACT
With the increasing inclusion of international, intercultural and global dimensions in university curricula, the global classroom brings new challenges and potential opportunities among culturally diverse students. Using a mixed-methods approach, this study assessed students' preparedness and experiences of a COIL course among South African students. A global competency questionnaire was used to assess students' preparedness for internationalisation. Focus group discussions were conducted to determine barriers and enablers of students' experiences. Pre-COIL, students expressed difficulty in adapting to new situations (p < 0.001). However, post-COIL, students were more open to learning about other cultures different religions and traditions (p < 0.00). Key barriers of student experiences included technological challenges, language, and partner dynamics while key enablers were a structured course outline, student's openness to COIL and increased academic self-efficacy. Keeping the focus on the student central to COIL, an effective learning system can be intentionally developed, giving students a study abroad experience without leaving home.

Introduction

Collaborative Online International Learning (COIL) is an innovative approach to teaching and learning, which provides academics and students with the ability to communicate and collaborate with peers internationally through online (Rubin, 2015). Using Internet-based tools and innovative online pedagogies, COIL fosters meaningful exchanges between academics and students with peers in geographically distant locations and from different linguacultural backgrounds (Guth, 2013). While connecting two classes from different parts of the world is didactically and administratively ambitious, COIL provides additional learning experiences where students can interact, collaborate, and take ownership of their learning, extending opportunities for intercultural and transnational learning.

Literature review

Internationalisation of higher education in South Africa has grown over the past two decades, highlighting globalisation and South Africa's return to the international community (Department of Higher Education and Training, 2017). Among the many forms of internationalising Higher Education, the internationalisation at home approach, which is the purposeful integration of global and intercultural dimensions into the formal curriculum, is a cost-effective method targeting all students (Department of Higher Education and Training, 2017). Within the context of internationalisation, global competencies are quintessential as students should have the capacity to examine local, global and intercultural issues, to understand and appreciate the perspectives and world views of others, to engage in open, appropriate and effective interactions with people from different cultures, and to act for collective well-being and sustainable development (OECD, 2018). Thus, it is imperative to ascertain, to what degree students can understand and appreciate multiple cultural perspectives and establish positive interactions with people of different national, ethnic, religious, social or cultural backgrounds.

Collaborative learning with roots set in social constructivist principles, presents exciting opportunities for students to learn differently; with and from others (Chan, 2010). Others, being more than the 'teacher' e.g. industry experts and importantly for this context, culturally different teachers, and peers. Collaborative learning aims for students to take substantive responsibility for working together, thus placing the responsibility for learning on the students. Students engaged in collaborative learning build their knowledge through a process of assimilating information into their own understanding by active engagement and co-labouring. Students assume authority and control over their learning. Hence, it provides opportunities to learn valuable interpersonal and team skills which is a prerequisite of employment (Barkley et al., 2014). By working collaboratively with others, students become the driver and creator of new knowledge in the unfolding process of researching, meaning-making, information sharing and adapting.

Given that internationalisation could be attained through various means in the academic paradigm, collaborative online learning is seen as a sustainable option. With COILing being an emerging pedagogy in cross-border education, limited data exist on student perspectives and experiences of this collaborative online form of internationalisation. A recent study documented student's positive COIL experiences, where students identified the relationship they developed with an international partner as a motivator for maintaining good study habits; they also described enhanced conceptualisation of the course content by virtue of having to explain it to their international counterparts (Skagen et al., 2018). However, in another study which also recorded a positive experience from the COIL collaboration, challenges around technological and institutional support were highlighted (Marcillo & Desilus, 2016). Within this context, this study assesses student preparedness and experiences of the COIL course to restructure student-staff journeys for effective virtual exchange and sensitisation of future COIL courses.

Research method

Courses and universities involved

Durban University of Technology (DUT) in South Africa, BTech Food and Nutrition Consumer Sciences and The Hague University of Applied Science in the Netherlands, Bachelor in Science in Nutrition and Dietetics teamed up to run a COIL course titled, 'Nutritional habits, food patterns and national recommendations'. The COIL course objective was to facilitate an understanding and appreciation of cultural differences in nutritional habits and food patterns between the Netherlands and South Africa. Students were randomly assigned a partner from the other university on a 1:2 ratio where every Dutch student was assigned to two South African students. A total of 26 Dutch and 53 South African students participated in the course resulting in 26 paired groups. The COIL course started with a moderated synchronised meeting between both classes; and thereafter, students had to manage three contact moments with their partners following pre-determined timelines to meet the associated deliverables. The final output was a PowerPoint presentation that was assessed and contributed to both modules course mark.

Research design

This study used a mixed methods approach. Global competency was measured through an abridged Programme for International Student Assessment global competence questionnaire (PISA) through Microsoft Forms to assess students' knowledge, values, skills and attitudes towards readiness for internationalisation (OECD, 2018). The global competence questionnaire was administered pre- and post-the COIL course. A hyperlink was uploaded onto the Food and Food Science 401 (FFSC401) COIL Blackboard course with instructions to complete the questionnaire. The questionnaire took 10 minutes to complete.

Qualitative research methods in the form of focus groups discussions (FGDs) were used to assess barriers and enablers of student's experiences in the COIL course to gain an emic perspective, allowing direct communication from participants without confining responses. At the end of the COIL course, FFSC401 students were invited to participate in FGDs through a classroom announcement on Blackboard and this announcement was repeated at an FFSC401 class. The letter of information was posted on Blackboard to recruit participants and hard copies were distributed at an FFSC401 class. FGDs comprising of 8-10 members per FGD continued until meaning saturation in core codes were reached (when issues are fully understood, and no further dimensions, nuances, or insights of issues can be found within each group of participants (Hennink et al., 2017). Achieving meaning saturation was important for this study because we not only wanted to identify important issues (e.g. identify a barrier or an enabler towards participation in the COIL course) but also gain an in-depth understanding of them (e.g. capture the breadth, depth, and nuance of the barriers or enablers). We used a semi-structured focus group guide to conduct the interview. The focus group guide was piloted among five students to test the structure of the guide and the question design. The FGDs were audio-recorded with a digital recorder and a note-taker transcribed the discussion. Each FGD took 45 minutes to complete. Procedures for rigour and validity in the form of validity checks were done during data collection and the thematic analysis by the researchers.

Sample size

There were 53 registered FFSC401 students. It was anticipated there will be two FGDs comprising of 8-10 students but could well extend into the third FGD until meaning saturation was reached. Thus, the minimum number of students participating in the FGDs would be 16 and the maximum 30. All 53 registered students for FFSC401 were eligible to take part in the study.

Ethics

Ongoing informed consent was collected from students at each stage of data collection after FFSC401 classes. Students were given a letter of information and consent was sought for participation for the online questionnaire and the FGD separately. All questionnaires and transcripts were de-identified to ensure anonymity. This study received full ethics approval from DUT, ethics number: 052/19.

Data analyses

The pre- and post-test global competency data from Microsoft Forms was exported to Microsoft Excel® and analysed using SPSS for the independent t-test for significance. FGDs were transcribed verbatim. Textural data were managed using ATLAS ti. A codebook for the qualitative data was created, tested for inter-coder reliability, and used to code the transcripts.

Results

International preparedness

In Table 1, a score of zero indicates a positive valence whilst a score of four indicates a negative valence. Table 1 reveals that students were taken out of their comfort zones through the exposure to the COIL course. This is evidenced through the adaptability construct as students found it challenging to deal with new situations and to changing their behaviour accordingly (p < 0.001). However, post the COIL course, students were more open to learning about different religions and traditions of other cultures alluding to the sensitisation that comes with an international experience (p < 0.00). Also, post the COIL course, students reported a significant change towards the respect of the values of people from different cultures regardless of their background (p < 0.03).

Collaborative Online International Learning (COIL): Preparedness and experiences of South African students

,

10 March 2021

Barriers and enablers of student experiences

The themes and the associated sub-themes emerging from the thematic analysis of the FGDs is listed in Table 2. All participants quotes are attributed to a participant number identifier either belonging to FGD group 1 or FGD group 2 (Example P1-1: P = Participant, 1 = participant number, 1 = focus group discussion group 1).

Collaborative Online International Learning (COIL): Preparedness and experiences of South African students

,

10 March 2021

Discussion

International preparedness

Sharing the online space brings new challenges while building a sense of community and global citizenship. Participating in one COIL experience does not show a difference in the self-perception of international skills, attitude, or behaviour except with the feeling of slight unease in the presence of someone from another culture. An explanation might be found in the fact that in self-assessment, people tend to overrate their skills and the likelihood that they will engage in desirable behaviour (Gregersen-Hermans, 2016). Global awareness and intercultural competence development is an enabler for effective internationalisation of higher education and in the case for an effective COIL experience it would be beneficial to embed these precondition skills into the curriculum.

Barriers of student experiences

Technology

A variety of tools were used to enable the COIL course, including blackboard, WhatsApp, Skype, PowerPoint, emails. Student feedback indicated that they experienced challenges with different tools and switched between tools to mitigate problems encountered. However, this also signals the importance of students having ease with and access to multiple tools as well as good connectivity to enable COIL engagement. P8-1 We had problems via Skype video calling but when we started typing it was better. P3-2 Preferred chatting (WhatsApp). P2-2 Skype calls were used to complete assignments, but WhatsApp was more convenient.

Poor connectivity was not an isolated problem experienced only during the COIL course. Intermittent Wi-Fi connection was compounded by load shedding (Eskom, 2019). Within a time-constrained course, this introduced many new challenges as it disrupted students' continuity momentum and their access to technology, leaving South African students frustrated and in the dark. P1-1 there were no lights, load shedding ...

This dynamic may also have contributed to the type of tool selected by the student for use during the COIL course. A students' comment also indicates their awareness that these constraints robbed them of valuable interaction time. P1-1 Experience with our (Skype) connection ... if we did not have those problems, we could have spent more time video calling.

Interview transcripts also indicate that Skype was a new application for many students; thus, they lacked ease and familiarity navigating its prowess as opposed to, e.g. emails, Blackboard or WhatsApp. P2-1 ... it was my first-time using Skype.

With the massification of higher education in South Africa and the minimal previous access to digital resources for many, the digital divide is evident where students are 'caught-between' two worlds: the technologicised and non-technologicised (Kajee & Balfour, 2011). Thus, involving students in online courses signals an area where digital literacy enabler tools can be earmarked for future student training and development. In the same vein familiarity and cost-effectiveness of tools in data-poor environments must be factored in the recommendation of tools to enable the online collaboration.

Language barrier

For the COIL course, students communicated in English as a common language. While both student groups shared English as a common language, the varying proficiency levels led to both groups experiencing some language barriers. South African students had English as either a first or second additional language while the Dutch students had English at B2 level. Another contributing factor was the diverse student cohort in the European group (Turkish, Caribbean, Chinese) which is evident through European Higher Education policy response to strengthen diversity and inclusiveness in education (Claeys-Kulik et al., 2019). P2-2 ... we also encountered a language barrier, she spoke Turkish at times, she's originally from Turkey. The student from abroad had a translator and sometimes her response, I felt she did not get what we were talking about and it did not help, it was not a smooth communication. P9-2 I felt the slang language was a problem. P4-1 I was nervous about my English.

Despite some drawbacks, when language posed a barrier, some students turned to translators and texting to help overcome language barriers. The use of texting in social network applications is widely acceptable among Generation Y. It also permits more thought processes and opportunity for checking and correcting, and the use of emoticons builds rapport. P2-1 ... communication was the barrier so texting and Google translating was better.

Students transcripts alluded to their challenges and awareness of language difficulties during the COIL engagement and the fact that they had to be resourceful to enable their interactions.

Partner dynamics

Apart from the 1-hour time difference introduced by the COIL partnership, students also experienced difficulties with regard to varying commitment levels and response turnaround time, resulting in some frustration and delays. P6-1 The other student could only chat from 7-8 pm on Thursday. P4-2 Group work (was difficult) because my partners were both working. P3-2 At first it was exciting but if we asked questions she would only reply after three days, she told us she was only available on Tuesday.

In COIL courses, there is potential for time differences to create tension and render the learning potential to a waiting game with the instructors caught up in the pacifier role. This cautions planners to be mindful of the interplay that larger time differences would introduce given that even an hour difference was perceived as negative. Setting clear parameters and turnaround times could mitigate some of these problems.

The power imbalances between the global North and South divide unintentionally become evident in the COIL exchange. P5-2 She did not show any enthusiasm about South Africa, I tried introducing the Zulu culture, there's so much to share about South Africa but, she did not show that she wanted to know more. P6-2 I was excited to work with an international student but felt she did not show the same enthusiasm as us, I wanted more from them. I had to keep the communication going. I was hoping for a continuous communication.

Calls for curiosity, the desire to learn from each other, a willingness to question perceptions and practices and the ability to listen to others and self are needed for a successful exchange.

South African students were at the BTech level (year 4), and the international students were first-year students. Some South African student responses indicated that they felt the impact of the different study levels as they were looked upon as the initiators and leaders in the COIL relationship. This was evidenced in the following responses: P2-1 ... students from here were more determined. For me, I feel it was more from our side.

At the same time, in any group, there are always mixed subgroups where some students are more vested than others and this could reflect the natural state of any classroom. It is advisable to prep student's pre- and post-COIL; firstly, to prepare students for the journey and secondly, at the end of the collaboration, so that students can have emotional release and closure.

Enablers of student experiences

Course outline

While the role of the teacher instructor within the constructivist teaching-learning environment is well established among academia, a student comment indicated that the change in the teacher-student role was noted and made explicit, positioning the student as the driver, actively taking charge to progress their learning (Skagen et al., 2018). P1-1 for me I felt it was our responsibility, we were given the assignment dates as we had (to) move forward with it and to set up our meetings. And not like the lecturer telling us guys let's do this.

Within this context, the importance of well-structured module content, coupled with the teacher overseeing the process must not be overlooked as this helped to frame COIL, to avoid ambiguity and to provide student support as needed. Feedback indicated that students found such an overview via the detailed course outline and scope of work provided in their study guide, helpful: P1-2 The study guide was good. P2-1 We had an idea of the questions to ask and type of information required.

Student openness to COIL

Students shared positive responses on their COIL experience indicating that while fulfiling the COIL course outcomes, students found currency in many other ways too: P1-1 I had a good experience, and we were both excited we would (not only) keep to the project but talk about other things like family. We started with emails but eventually exchanged numbers. We would remind each other about due dates. I emailed her my work and she emailed me her work. Felt the experience was good. P6-1 ... we did so well and whenever we video called, she had so much to say and I had so much to say too. P1-1 ... getting enough out from an actual human being living that side and not just on the internet, felt like you have been there even though you hadn't. P2-2 I found it beneficial when we hear from the person directly, the interest he showed on his and my culture, and I was able to learn more about the food from his culture.

COIL afforded students a more lived-in experience of another country, without them leaving South Africa. COIL has potential to help broaden one's outlook, open new horizons, and nudge students to think of new opportunities, as indicated by this student: P6-1 ... if you want to go work abroad then you will (have) a bit of background on your options.

Similar to the findings by (Skagen et al., 2018), it was also exciting to observe students again demonstrate the unfolding constructivist paradigm at work: P3-1 I had to understand our South African food-based guideline better and compare it to their food-based guidelines, it challenged me to think.

Academic self-efficacy

Students participating in COIL may have felt an underlying tension of how they would measure up internationally. There was a bit of stock-taking and being proud of being South African when two students used their personal barometer to share how they felt as South Africans when compared to another country supporting Bandura's self-efficacy theory (Bandura, 1997). P1-1 I really thought Hague students were better, but when we started interacting, I noticed I was just as good. I had to try and control myself from not making her intimidated. P2-2 ... to see how far we are as a country (spoken with pride).

At the start of the COIL engagement, South African students were nervous of their capabilities, however post-COIL students' transcripts revealed student belief in their abilities to fit in and succeed when working with international partners, had improved (Bandura, 1997). This newfound confidence in academic self-efficacy can have far-reaching impact for future South African graduate employment.

Conclusion and recommendations

Given the far-reaching positives associated with the inclusion of COIL in modules, there is scope to overcome challenges identified while drawing from the enablers to feed towards greater inclusion and effort towards boosting internationalisation at home initiatives. It is important that challenges associated with the inclusion of a COIL component be identified and addressed whilst enablers are incorporated for seamless inclusion in future course development. Within such a backdrop, it is more than the teacher who may become flustered and ill at ease with the change in traditional roles indeed; some students may find such role reversal challenging and at times unacceptable (Gregersen-Hermans, 2016). These gaps, when identified, must be addressed as part of a process-approach towards large-scale adoption of COIL into modules.

Although as facilitators we anticipated some of these challenges and prepared accordingly, our roles as the guide by the side during the collaboration became more pronounced to assist students with barriers by providing ongoing digital literacy skills support, contact with student partners with low participation rates and weekly facilitator briefings to circumvent challenges. To enhance student preparedness and experiences, it is advisable pre-COIL, to provide students with a lesson on intercultural awareness and digital literacy guidance. During the COIL course, an icebreaker on intercultural awareness is essential to embrace diversity and eliminate prejudices. Instead of being the guide by the side, facilitators should consider weekly synchronous meetings with all students as checkpoints to see how the course is going, address challenges, and encourage debate and critique.

While COIL cannot be the panacea for international mobility, using COIL to boost exchange is a sustainable, cost-effective online pedagogy targeting all students rather than a select minority (Jones, 2016). Within the COIL context, students were free to explore and create knowledge outside the confines of a memorised answer. In essence, it speaks to directly to students working collaboratively with international others who are similar yet different to themselves and following this interaction, came a change in the way they view the world and their place in it. Keeping the focus on the student central to COIL, an effective learning system can be intentionally developed, giving students a study abroad experience without leaving home.

Constructs

Pre-test Mean n = 53 (SD)

Post-test n = 39 Mean
(SD)

Mean difference

p

Adaptability

Awareness of intercultural communication

Interest in learning about other cultures

International contacts

Respect for people from other cultural backgrounds

Theme

Sub-theme

Barriers

Technology

Language

Partner dynamics

Enablers

Course outline

Students openness to a COIL experience

Academic self-efficacy

Acknowledgments

The authors are grateful to DUT's FFSC401 students and our partnering students from THUAS that participated in the COIL course.

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Ashika Naicker
Dr Ashika Naicker is a senior lecturer in the Department of Food and Nutrition at the Durban University of Technology and a research fellow at Harvard University, Department of Nutrition. Her teaching and learning research interests includes internationalisation and decolonisation of higher education.

Evonne Singh
Evonne Singh is a lecturer in the Department of Food and Nutrition at the Durban University of Technology. Her research interest includes researching the scholarship of teaching and learning.

Tonnie van Genugten
Dr Tonnie van Genugten is a senior academic at The Hague University of Applied Sciences. She has engaged in several COIL partnerships, and her research interest include researching the scholarship of teaching and learning.

References

Bandura, A. (1997). Self-efficacy: The exercise of control. Freeman & Co.

Barkley, E. F. , Major, C. H. , & Cross, K. (2014). Collaborative learning techniques: A handbook for college faculty (2 ed.). Jossey-Bass.

Chan, S. (2010). Designing an online class using a constructivist approach. Journal of Adult Education, 39(1), 26-39. https://files.eric.ed.gov/fulltext/EJ917397.pdf

Claeys-Kulik, A. L. , Jørgensen, T. E. , & Stöber, H. (2019). European University Association. https://eua.eu/downloads/publications/web_diversity%20equity%20and%20inclusion%20in%20european%20higher%20education%20institutions.pdf Diversity, equity and inclusion in European higher education institutions: Results from the INVITED project.

Department of Higher Education and Training. (2017). Draft policy framework for internationalization of higher education in South Africa. http://www.dhet.gov.za/Policy%20and%20Development%20Support/Draft%20Policy%20framework%20for%20the%20internalisation%20of%20Higher%20Education%20in%20Suth%20Africa.pdf

Eskom. (2019). Interpreting Eskom load shedding schedules. http://loadshedding.eskom.co.za/LoadShedding/ScheduleInterpretation

Gregersen-Hermans, J. (2016). From rationale to reality in intercultural competence development. In E. Jones, R. Coelen, J. Beelen, & H. De Wit (Eds.), , Global and local internationalization (pp. 91-96). Sense Publishers.[Crossref] [Google Scholar]

Guth, S. (2013). http://coil.suny.edu/sites/default/files/case_study_report.pdf The COIL Institute for globally networked learning in humanities.

Hennink, M. M. , Kaiser, B. N. , & Marconi, V. C. (2017). Code saturation versus meaning saturation: How many interviews are enough? , Qualitative Health Research, 27(4), 591-608. https://doi.org/10.1177/1049732316665344[Crossref], [Google Scholar] [PubMed], [Web of Science ®]

Jones, E. (2016). Mobility, graduate employability and local internationalization (E. Jones, R. Coelen, J. Beelen, & H. De Wit, Eds.). , Global and local internationalization, (pp. 107-116). Sense Publishers.[Crossref] [Google Scholar]

Kaljee, L. & Balfour, R. (2011). Students' access to digital literacy at a South African university: Priviledge and marginalisation. South African Linguistics and Applied Language Studies, 29(2), 185-194. https://doi/org/10.2989/16073614.2011

Marcillo, M. , & Desilus, B. (2016). Collaborative online international learning experience in practice opportunities and challenges. , Journal of Technology Management & Amp; Innovation, 11(1), 30-35. https://doi.org/10.4067/S0718-27242016000100005[Crossref] [Google Scholar]

OECD. (2018). Preparing our youth for an inclusive and sustainable world. The OECD PISA global competence framework. https://www.oecd.org/pisa/Handbook-PISA-2018-Global-Competence.pdf

Rubin, J. (2015). http://www.ufic.ufl.edu/UAP/Forms/COIL_guide.pdf Faculty guide for collaborative online international learning course development.

Skagen, D. , McCollum, B. , Morsch, L. , & Shokoples, B. (2018). Developing communication confidence and professional identity in chemistry through international online collaborative learning [10.1039/C7RP00220C]. , Chemistry Education Research and Practice, 19(2), 567-582. https://doi.org/10.1039/C7RP00220C[Crossref], [Google Scholar] [Web of Science ®]

# data[].attributes.attachment_link.title
Collaborative Online International Learning (COIL): Preparedness and experiences of South African students

# data[].attributes.attachment_link.description
ABSTRACT ABSTRACT With the increasing inclusion of international, intercultural and global dimensions in university curricula, the global classroom brings new challenges and potential opportunities among culturally diverse students. Using a mixed-methods approach, this study assessed students' preparedness and experiences of a COIL course among South African students.

# data[].attributes.headline
Collaborative online international learning: An emerging format for internationalizing curricula

# data[].attributes.subject
Collaborative online international learning: An emerging format for internationalizing curricula

# data[].attributes.attachment_link.readable_text
Alexandra Schultheis Moore is Associate Professor of English and Program Faculty in Women's and Gender Studies at the University of North Carolina at Greensboro. Her monographs include Regenerative Fictions: Postcolonialism, Psychoanalysis and the Nation as Family (Palgrave 2004) and Embodiment, Vulnerability, and Security in Human Rights Literature and Visual Culture (Routledge, forthcoming). She has also co-edited, with Elizabeth Swanson Goldberg, three volumes: Theoretical Perspectives on Human Rights and Literature (Routledge 2012); Teaching Human Rights in Literary and Cultural Studies (MLA Options for Teaching Series, forthcoming); and Doubling the Voice: Survivors and Human Rights Workers Address Torture, Resistance, and Hope (Republic of Letters, under contract). With Sophia McClennen, she is co-editing the Routledge Companion to Literature and Human Rights (forthcoming).

Sunka Simon, Professor of German and Film and Media Studies at Swarthmore College is the author of the book Mail-Orders: The Fiction of Letters in Postmodern Culture (2002) and 18 scholarly articles on German literature, film, and popular German culture. She is currently working on a manuscript entitled Euro-Eyes: Regionalism and Globalization in German TV Formats.

# data[].attributes.attachment_link.title
Globally Networked Teaching in the Humanities

# data[].attributes.attachment_link.description
As colleges and universities in North America increasingly identify "internationalization" as a key component of the institution's mission and strategic plans, faculty and administrators are charged with finding innovative and cost-effective approaches to meet those goals.

# data[].attributes.headline
Guide pour développer un enseignement dans une approche COIL

# data[].attributes.subject
Guide pour développer un enseignement dans une approche COIL

# data[].attributes.headline
Collaborative Online International Learning: Students and Professors Making Global Connections

# data[].attributes.subject
Collaborative Online International Learning: Students and Professors Making Global Connections

# data[].attributes.body
voir p. 147

# data[].attributes.headline
Enriching students’ engaged learning experiences through the collaborative online international learning project

# data[].attributes.subject
Enriching students’ engaged learning experiences through the collaborative online international learning project

# data[].attributes.attachment_link.readable_text
ABSTRACT
Integrating a high impact virtual exchange project (VEP) within a global learning experience creates opportunities for students to engage in and attain international and cultural competencies without leaving their home campus. The Collaborative Online International Learning (COIL) model enables faculty and students to collaborate with global peers through co-taught, culturally focused online learning environments to achieve intercultural awareness, knowledge in discipline-specific content, and skills in communication and group collaboration. To address the limited evidence investigating the effectiveness of achieving COIL outcomes, this paper aimed to evaluate students' opinions about their experiences participating in a COIL VEP using a case study research design and a nested mixed methods approach. Quantitative data were collected using a statistically analysed anonymised questionnaire, while qualitative data collected from student reflective reports were thematically analysed. Analysis suggests that COIL experiences positively influence intercultural awareness, stimulate students to be globally engaged and promote personal and professional development.

Acknowledgments

This work is based on the research supported by the National Research Foundation in South Africa.

Gratitude to Mr. Deepak Singh (DUT) for his expert statistical guidance, and Dr Gillian Cruickshank (Queens University in Belfast) for proof reading the article.

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Anisa Vahed
Dr Anisa Vahed is a NRF 'Y-Rated' researcher and senior lecturer/dental technologist in the Department of Dental Sciences, Faculty of Health Sciences at the Durban University of Technology. Her research interests include undergraduate research-teaching nexus and online pedagogical practices. She has delivered numerous papers, workshops and seminars at national and international settings. ORCID: https://orcid.org/0000-0002-0164-91144Krista Rodriguez (RDA, RDH, MA) is an adjunct Associate Professor at Monroe Community College in the Dental Studies Department. She has taught didactic and clinical courses in dental assisting and dental hygiene. She also developed and presents courses/seminars investigating cultural and diversity impacts on health and wellness perspectives and professional practice.

# data[].attributes.attachment_link.title
Enriching students' engaged learning experiences through the collaborative online international learning project

# data[].attributes.attachment_link.description
ABSTRACT Integrating a high impact virtual exchange project (VEP) within a global learning experience creates opportunities for students to engage in and attain international and cultural competencies without leaving their home campus.

# data[].attributes.headline
A Review of a Collaborative Online International Learning

# data[].attributes.subject
A Review of a Collaborative Online International Learning

# data[].attributes.headline
Nautical Musings on Local and Global Innovation and Change: The Disruptive Pedagogy of Coil

# data[].attributes.subject
Nautical Musings on Local and Global Innovation and Change: The Disruptive Pedagogy of Coil

# data[].attributes.body
Article d'Hans de Wit (2013) rappelant les origines du COIL.

# data[].attributes.attachment_link.readable_text
Much, if not all, of the debate in higher education seems to be focused these days on massive open online courses, or MOOCs, which according to several people should be considered nothing less than a revolutionary new model for higher education teaching and learning.

In the meantime, a slower burning addition to international teaching and learning is already taking place with much less attention - 'virtual mobility', as it is called in Europe, or 'collaborative online international learning' (COIL), as it is more correctly referred to in the United States.

While in MOOCs the teaching stays more or less traditional, using modern technology for a global form of delivery, in COIL the technology is used to develop a more interactive and collaborative way of international teaching and learning.

If one follows the divide between globalisation and internationalisation in higher education, MOOCs fall more into the former category and COIL into the latter, with a strong focus on the internationalisation of the curriculum and of teaching and learning.

And while at first glance MOOCs present this idea of being free of charge but increasingly seem to have become part of the wider commercialisation of higher education, COIL has more in common with the non-commercial, cooperative, international dimension of higher education.

Virtual mobility and COIL

The term 'virtual mobility' has emerged from documents from the European Commission as well as from other European entities and institutions of higher education over the past few years. It relates to the increasing attention being paid to forms of mobility other than physical mobility, exchange and-or study abroad.

It is connected to a desire to focus on the large majority of students who are not mobile, the 'internationalisation at home' movement. In other words: how to make it possible for non-mobile students to develop an international dimension to their teaching and learning.

Others see it more as a way to realise international, collaborative experiences. This focus on the mobility dimension of online learning, as expressed in the name of 'virtual mobility', in my view ignores the potential of international online learning as an integral part of the internationalisation of university curricula and teaching and learning.

The term 'collaborative online international learning' combines the four essential dimensions of real virtual mobility: it is a collaborative exercise of teachers and students; it makes use of online technology and interaction; it has potential international dimensions; and it is integrated into the learning process.

The COIL movement in the US started some five to six years ago in a small way, with a one-day conference in 2007 at Purchase College in Westchester, and since 2010 it has become integrated into the international mission of the State University of New York (SUNY) and linked as a unit to the SUNY Office of Global Affairs.

Its annual conference attracts an increasing number of participants from all over the US and abroad. Participation is still very small compared to other international education conferences, but I am sure that it will expand and that we will see an increase in the number of sessions dealing with this subject at major international education events around the world.

Why COIL is important

What makes COIL such an important addition to the many forms of physical mobility and to the internationalisation of curricula and teaching and learning? In the first place, it provides opportunities for students (for instance, part-time students) who cannot or do not want to go abroad for a semester or longer, but would like to have an international teaching and learning experience.

Through interaction with students and teachers from other countries they receive different perspectives on their subject and on learning and teaching, which they would find it hard to obtain otherwise.

In the second place, COIL offers the opportunity and makes it necessary for students and teachers to work closely together - an opportunity that in many cases is missed in physical mobility, where students and teachers do not collaborate inside and outside the classroom.

To give an example: in a one-semester joint minor programme between the school of economics and management at the Amsterdam University of Applied Sciences and universities in Paris and Barcelona, students work on real-life projects for businesses and organisations in the three cities - for instance, on how to increase younger people's access to museums or how to improve student accommodation in the cities.

Students start the programme with a one-week visit to Amsterdam, where they get to know one another (including staying in fellow students' homes), their teachers and the companies. Then they work together via social media in small online groups on the assignments and at the end come together again for a week to discuss their results and compete for the best analysis.

Students, teachers and companies are excited about the results and the interaction. And the whole process combines short study abroad with online learning.

In the third place, COIL draws attention to the specific national and cultural approach to a subject as well as to the way it is taught and learned.

To give another example: in an online course on sports management between my school in Amsterdam and one at SUNY Cortland, the different approach to sport in the US and Europe, as well as the different way the subject is taught, becomes clear and makes students think differently about the subject.

It is positive to see that both in practice and in policies there is increasing attention being paid to virtual mobility, or collaborative online international learning.

As the COIL conferences show, there is still a lot to learn and several models are possible.

But in a less headline-grabbing way than MOOCs, and one that is more integrated in the teaching and learning process, an important new dimension to internationalisation is evolving and should receive similar attention to MOOCs.

* Hans de Wit is director of the Centre for Higher Education Internationalisation at Università Cattolica del Sacro Cuore in Milan (hans.dewit@unicatt.it), and professor of internationalisation of higher Education at the Amsterdam University of Applied Sciences (j.w.m.de.wit@hva.nl). He is co-editor of the Journal of Studies in International Education.

# data[].attributes.attachment_link.title
COIL - Virtual mobility without commercialisation

# data[].attributes.attachment_link.description
Collaborative online international learning - COIL - offers an alternative to the much-hyped MOOCS, and one that is less commercial and more inter...