Evaluation of a Collaborative Online International Learning (COIL): A food product analysis and development project

West, Hailey; Goto, Keiko; Borja, Sebastian Alonso Navas; Trechter, Sara; Klobodu, Seth Selorm

doi:10.1080/15528014.2022.2069441

Cited by 6 publications

(10 citation statements)

References 25 publications

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“…Research into COIL is a growing field but the literature available on COIL mostly consists of descriptions of best practices, case-studies, recommendations on implementation or evaluations (de Castro et al, 2018 ; Esche, 2018 ; Katre, 2020 ; Marcillo-Gómez & Desilus, 2016 ; Mundel, 2020 ; Rebek, 2022 ; West et al, 2022 ). While these case-studies and descriptions may provide practitioners with valuable information, they do not seek to empirically test the effectiveness of COIL on intercultural competence development, and their results cannot be generalized.…”

Section: Introductionmentioning

confidence: 99%

The effectiveness of Collaborative Online International Learning (COIL) on intercultural competence development in higher education

Hackett

Janssen

Beach

et al. 2023

Int J Educ Technol High Educ

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In this study we measured the effect of COIL on intercultural competence development using a quasi-experimental design. Our sample consisted of 108 undergraduate students from two universities, one located in the Netherlands (NL) and one in the United States (US). Students’ self-reported intercultural competence was measured using a pre-post survey which included the Cultural Intelligence Scale (CQS) and Multicultural Personality Questionnaire (MPQ). Qualitative data were collected to complement our quantitative findings and to give a deeper insight into the student experience. The data showed a significantly bigger increase in intercultural competence for the US experimental group compared to the US control group, supporting our hypothesis that COIL develops intercultural competence. This difference was not observed for the NL students, possibly due to the NL control group being exposed to other international input during the course.

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Section: Introductionmentioning

confidence: 99%

The effectiveness of Collaborative Online International Learning (COIL) on intercultural competence development in higher education

Hackett

Janssen

Beach

et al. 2023

Int J Educ Technol High Educ

View full text Add to dashboard Cite

show abstract

“…In their study of students in mechanical and industrial design engineering classes, they found 90% of the students indicated enjoyment of interacting with international peers. Similarly, West et al (2022) combined students in a global nutrition class in California with students in a similar program in Ecuador in their 15-week COIL project and found 80% of the students rated the collaborative learning as highly satisfying and attributed the experience to helping them achieve good academic performance, contributing to student learning outcomes. Thus, this research serves to advocate and provide a model for a more widespread implementation of COIL projects, which can be used across disciplines, for students at different levels and at schools whose budgetary limitations prevent traditional study abroad travel and learning.…”

Section: Literature Reviewmentioning

confidence: 99%

Increasing global mindset through collaborative online international learning (COIL): internationalizing the undergraduate international business class

Garcia

Smith

Burger

et al. 2023

JIEB

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Purpose This study aims to provide a case example of two partner institutions and business faculty who creatively used a collaborative online international learning (COIL) experience during the height of the COVID-19 pandemic and transition to online learning to internationalize an undergraduate business class and use existing technology to offer a case study project to further students’ global mindset. Design/methodology/approach Using open-ended qualitative comments from an American college and a Peruvian university, researchers uncovered key themes from a virtual COIL-based learning experience offered as part of an international business class. Findings Student end-of-course evaluation comments from both countries validated the success of the learning experience and value of working together with other students and faculty in a virtual setting. Research limitations/implications Areas for future research are provided to extend these initial exploratory findings. However, the implications are clear that the methodology is also appropriate in nonpandemic situations and can quickly bring a global mindset to remote corners of the globe and ensure all students experience the “virtual” study abroad, even when there are travel limitations or budget restrictions for students or the institutions. Practical implications The implementation detail provided can be easily replicated by other institutions with a global mindset and internationalization goals. Social implications The proliferation of COIL-based experiences will impact how study abroad experiences are defined and offered in the future. Originality/value While researchers have documented COIL experiences in the academic literature, their use during the COVID-19 pandemic, as often the only solution for on-going internationalization, has not been thoroughly studied or documented. In addition, the class activities further used team-based international workplace pedagogy, authentic engagement and technology.

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“…Virtual collaboration provides learners with the opportunity to develop cultural intelligence while fitting into the team where members are from diverse cultures (Swartz and Shrivastava, 2022). In a COIL project between the United States of America USA and Ecuador, results revealed that there were significant changes in cultural competence among participants in one study, where students said that collaborative learning through COIL helped them achieve good academic performance (West et al. , 2022).…”

Section: Literature Reviewmentioning

confidence: 99%

Collaborative online international learning between Spain and Mexico: a microlearning experience to enhance creativity in complexity

Rodríguez

Ramírez-Montoya

Morales

et al. 2022

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PurposeThe aim of this paper was to analyse the creative competence of students before and after a micro-learning experience carried out in a collaborative online international learning (COIL) environment between Spanish and Mexican university students in the field of education and entrepreneurship.Design/methodology/approachA single-group quasi-experimental design with pre-test and post-test measures was adopted. The composition of the group was natural and included a total of 57 students who participated in the COIL experience. The duration was three weeks, where students from both countries were linked together in the development of a micro-learning project. The creativity self-efficacy scale was used as a data collection instrument.FindingsThe micro-learning activities through COIL developed the creative competence of the participating students. In particular, the groups from both universities improved their scores on the creative competence in the post-test compared to the pre-test measure.Research limitations/implicationsThe limitations of this study were linked to the sample loss of some cases, as some students did not complete the post-test measure. The main implication of the study was to demonstrate that COIL experiences are suitable for developing certain skills in students, such as creative competence or co-operative work.Originality/valueCOIL experiences break down the barriers of physical space and give students an active role, allowing them to fully develop competences and offering an intercultural perspective, which encourages open-mindedness and understanding of the world.

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Evaluation of a Collaborative Online International Learning (COIL): A food product analysis and development project

Cited by 6 publications

References 25 publications

The effectiveness of Collaborative Online International Learning (COIL) on intercultural competence development in higher education

The effectiveness of Collaborative Online International Learning (COIL) on intercultural competence development in higher education

Increasing global mindset through collaborative online international learning (COIL): internationalizing the undergraduate international business class

Collaborative online international learning between Spain and Mexico: a microlearning experience to enhance creativity in complexity

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