Reflecting on Training to Facilitate Collaborative Online International Learning Courses

Abstract

The purpose of this reflective practice was to explore an unexpected revelation that Collaborative Online International Learning (COIL) courses are an engaging and equitable way to enhance my students’ intercultural communication skills. This discovery happened after participating in a COIL training designed to mimic a virtual global exchange course. In this training, I learned to work collaboratively with an international teaching partner to design a course that would include a problem-based learning project with students from the United States and Brazil. Through the reflective process, my views about online learning were transformed, and I discovered that virtual learning could be collaborative and engaging. I also realized that COIL is a cost-effective alternative to study abroad programs where students can learn about various cultures. This reflective manuscript details my experience as I participated in training to facilitate COIL courses. A subsequent manuscript will elaborate on the reflective practice of my experience teaching a COIL class.

Reflecting on Teaching a Collaborative Online International Learning Course: Connecting Classrooms in the United States and Brazil

“…We didn't realize that COIL units could be implemented into various courses because we primarily focused on our intercultural communication classes during our training and preparation time. Over several months, we attended a COIL training where we learned how to work collaboratively with an international teaching partner to design a course connecting students from classrooms worldwide (Anderson, 2022a). While learning the basic skills to facilitate COIL, we met several times to discuss how to implement COIL into an intercultural com-munication course.…”

“…The backstory began at a training we both attended to learn how to facilitate COIL courses (Anderson, 2022a). The facilitators connected us, hoping we could work together to plan and implement a COIL course.…”

“…First, we wanted to connect our classes so that students would have the opportunity to work closely with individuals from another culture. Like a study abroad experience, global virtual exchange classes equitably bring students worldwide together and give them high-impact learning opportunities (Anderson, 2022a). Second, we wanted our students to collaborate on small-group projects to improve cultural fluency.…”

“…During COIL, students interact with their global counterparts to collaborate on a problem-based learning project (see Figure 1). This activity is great for students because they have autonomy in their learning and improve their cross-cultural communication skills (Anderson, 2022a;Asojo et al, 2019;Naicker et al, 2021;Rubin, 2017;SUNY COIL Center, n.d.a).…”

“…In order to be successful, educators may require additional training to prepare for these types of virtual transnational learning experiences. In the article "Reflecting on Training to Facilitate Collaborative Online International Learning Courses," Anderson (2022a) expanded on their experience while attending a global virtual exchange training. In this training, faculty learned about COIL and connected with international teaching partners to plan their COIL classes.…”