Abstract

In this era of globalization and diversity, demand for international networks in higher education is on the rise. This paper explores the significance of collaborative efforts in curriculum development to enhance student outcomes. While study abroad programs offer valuable experiences, not all students have the means to participate. To address this gap, the paper advocates for creating global networks, incorporating e-learning tools, and embracing Collaborative Online International Learning (COIL) as viable alternatives. The “Power of One” concept is introduced to emphasize individual contributions in making a positive impact globally.

Two case studies demonstrate the effectiveness of COIL in promoting intercultural understanding, collaboration, and knowledge sharing. These projects highlight the benefits of engaging students in academic activities with peers from different countries, fostering critical thinking skills, global awareness, and the use of online tools. The paper concludes by emphasizing the evolving landscape of international education and the need for diverse strategies to achieve global learning. Recommendations include investing in faculty training, establishing global partnerships, and providing financial support to make COIL more accessible. COIL’s holistic commitment to knowledge sharing, intercultural collaboration, and technological proficiency can contribute to a more inclusive and globally aware educational experience.

Introduction

International networks are becoming a necessity in higher education. Collaborative efforts provide more opportunities for educators to learn from each other and produce shared knowledge, and lead to better student outcomes. We live in a world of growing globalization and diversity. Social Interdependence Theory notes that cooperation, compared to competitive and individualistic efforts, leads to more achievements, more positive relationships, and better psychological health (Johnson & Johnson, 2008). This theory could be considered when creating a more collaborative and internationalizing curriculum.

Study abroad programs have been shown to increase technology skills and leadership (Baxter, 2018), and provide a sense of self and global awareness that helps students accept change more easily at a local and global scale (Baxter, 2018). Studies have also found that experiences with diversity during higher education increase appreciation for diversity and the ability to work effectively in international and multicultural settings (Baxter, 2018), with learning abroad having significant positive effects on the development of intercultural competence (Lou, Paige, & Vande Berg, 2012). People who have studied abroad report that their experiences with diversity contribute to the development of positive attributes (civic engagement), a higher appreciation for diversity within communities and cultures, and the ability to work effectively in international and multicultural contexts. Learning abroad outcomes can include “intercultural competency, global citizenship, cognitive development, and employment advantages” (Baxter, 2018). International studies also help students develop networks, which helps them with partnerships after their study abroad experiences. And participants who complete study abroad programs report high benefits from their experiences in relation to their early careers, noting interpersonal, communication, teamwork, problem solving, and analytical skills (Potts 2015)

International experiences help students develop intercultural learning and global citizenship (Trede et al., 2013). In a 2013 study in Australia, Trede et al. aimed to understand how students prepare for international experiences and how intercultural learning is integrated into their course programs. Students listed the benefits of participating in international experiences, such as the reinforcement of course content, exposure to other cultures, confidence building in an international and globalized world, unique learning experiences unavailable in their home country, and development of connections and professional associations. Trede et al. (2013) show the importance of international learning in Australian universities, which are under increasing pressure to produce graduates who will be competitive in a globalized economy; internationalization is considered crucial to economic growth. And students coming into Australia bring in money, which also improves the economy.

Not all students, however, are able to take advantage of study abroad programs. These programs require planning, time, and cost, and many study abroad programs in the U.S., run in the summer, which is typically outside the regular academic year. In addition, many students face travel restrictions due to health concerns or to conflict (both personal and external). Clearly, there is a need for other approaches to global learning. Global networks, which allow students to learn from the comfort of their classroom or home (depending on format) and to use e-learning tools, are one option. E-learning can provide students with more diverse ways of learning, improving learning performance, and can give flexibility to students without time in their schedule to attend full synchronous in-person classes. E-learning also helps students practice using information technology skills. In a study by Concannon et al. (2005), students using e-learning reported having positive feelings about using technology in their future careers and felt there was an “ease of access to resources,” and more than 70% reported that they were happy with e-learning (Concannon et al., 2005).

While e-learning can help facilitate globally aware education, curriculum itself must also be addressed. Internationalizing curriculum is a crucial part of breaking boundaries and helping students and instructors better understand each other. Everyone has biases, and one of the best ways to address them is to create opportunities for learning and growth. Leask (2015) notes that curriculum has the potential to give learners access to different worlds; Goodson (2002), however, notes that learning can be restricted if the focus is too narrow. While many institutions have put more emphasis on missions and values related to global learning, inclusivity, and partnerships, the work must begin with instructors. To make this happen, more institutions are offering programming to instructors to help them better understanding the “how to” of internationalizing curriculum, and prepare for, plan, and implement this form of knowledge sharing.

Power of One

The concept of The Power of One has roots in various cultural, philosophical, and motivational sources. One influence is Courtenay’s novel of the same title (1989), which promotes the idea that individual efforts have the potential to make a significant impact on the world, and highlights the importance of personal responsibility and empowerment.

Educators can implement this concept by introducing students to global partnerships and networks. As Woodruff states (2009), “you only need one motivated educator in a unit” to begin integrating international curriculum. Woodruff (2009) describes how, in 1995, The Power of One was used as the foundation for building study abroad programs at the University of Minnesota  and convincing faculty to champion the idea of international learning, and how this work has grown into a campus-wide effort. Applying the “Power of One” concept to networking and knowledge sharing can be beneficial as well. One visiting professor can build a relationship internationally and begin conversations on networking; one educator at each university can begin Collaborative International Online Learning (COIL) planning and implementation. The Power of One can help students advance their critical thinking skills, intercultural competency, and understanding of the impact of personal decisions, making them more globally aware and ready to make an impact on the world.

The idea of individual empowerment and the belief in the significance of one person’s contributions have been recurring themes in health coaching, motivational speeches, and leadership philosophy. Woodruff (2009) used this model/method to change a major university’s approach to curriculum integration and study abroad. The concept encourages people to recognize their ability to make a difference and highlights the cumulative effect of individual efforts to create global networks.

Collaborative Online International Learning

For knowledge sharing to be effective, institutions must work with honesty and integrity. And knowledge sharing thrives when there is a clear understanding of its purpose (Annansingh et al., 2016). Incorporating knowledge sharing into higher education creates stronger networks and stronger relationships among individuals, leading to trust, communication, and collaboration (Annansingh et al., 2016). Sharing knowledge through collaborative efforts can be done on both the university and international levels. Because, as discussed above, study abroad experiences are not available to all students, institutions should consider some form of international collaborative work. One approach is to incorporate Collaborative Online International Learning (COIL)  into course work.

COIL provides academic freedom, with students collaborating with peers from different countries, sharing knowledge, and talking about their own experiences (Gokcora, 2021). Students maintain academic integrity by obtaining information through peer interviews, and gain some of the same global awareness and critical thinking skills acquired during study abroad experiences, allowing them to build better networks and career skills. They also gain skills in using online tools to complete tasks (Gokcora, 2021) including Google Drive and virtual exchange platforms such as Microsoft Teams, Zoom, Padlet, and ThinkLink.

COIL is built on trust, shared knowledge, and the common goal of helping students to be more prepared for a diverse and intercultural workforce. It is a methodology of teaching and learning that continues to grow in use and can aid in filling intercultural gaps (Gray et al., 2023). Intercultural competence is becoming necessary in all structures of life as our diversity and globalization continue to grow. In the field of business, for example, intercultural learning is equally vital domestically and internationally (Bennett, 2008).

Case Studies

In a COIL project conducted between a UK and US university, instructors used network learning to create a project that met goals and outcomes for both groups of students. This type of collaborative work is based on online collaborative learning theory (Harasim, 2012), used sporadically since the 20th century but now being used more frequently, especially post-pandemic, as more instructors work to create shared knowledge, engage students, and create international opportunities using virtual exchange and technology (Arango-Vasquez et al., 2023). Using a qualitative perspective with a hermeneutic methodological approach, Arango-Vasquez et al. (2023) reviewed 124 primary studies and 42 e-learning environments of the Academic U-Virtual Platform “Universidad de Medellín” Colombia, and found common themes needed for successful virtual exchange platforms: (i) distinguishing the particularities of communicative interactions; (ii) facilitating tasks oriented to promote skills centered on collaboration, self-learning, and flexibility; and (iii) designing improved virtual environments by using synchronous and asynchronous tools that encourage the communicative interactions and the permanent collaboration of professors and students on e-learning platforms.

A mixed-methodology study by Naicker et al. (2022) describes a COIL project between Durban University of Technology (DUT), with students (n=53) in South Africa, and The Hague University of Applied Science, with students (n=26) in the Netherlands. The collaboration was part of a course titled “Nutritional Habits, Food Patterns, and National Recommendations.” A 1:2 ratio of students was placed into each group, and the course included synchronized meetings between classes and three meetings between group partners (Naicker et al., 2022). Various technologies such as Blackboard, WhatsApp, Skype, PowerPoint, and email were utilized, and translators like Google Translate were employed for effective communication through WhatsApp (Naicker et al., 2022). Pre-and-post global competency questionnaires and focus groups were used to understand current barriers. Pre-assessment showed that students faced challenges in adapting to new situations. In the post-assessment, there was a notable increase in openness to learning about other cultures, religions, and traditions. Some of the key barriers identified included technological challenges, language barriers, and partner dynamics. Interestingly, South African students initially expressed nervousness about their capabilities, but the post-COIL transcript revealed an improvement in their confidence and belief in their potential for success (Naicker et al., 2022).

In a study by Gray et al. (2023), three instructors between two universities in the UK and US completed a COIL section focusing on healthcare system comparisons, alternative care, and the Covid-19 response in each country. They used pre-and post-assessment to better understand student outcomes related to intercultural learning and to look at changes in cross-cultural ambivalence during the four-week course. Starting with the Intercultural Knowledge and Competence rubric outline from the American Association of Colleges and Universities (AACU), the instructors changed some of the assessment questions to better align with each university’s goals and with the objectives outlined in the COIL project (Gray et al., 2023). One area of post assessment (n=23) showed that the COIL project encouraged students to consider global, international, and intercultural perspectives (56.5% strongly agreed and 43.5% agreed) that may be different then their own. This shows an example of global knowledge sharing and how it may help students better understand cultural differences.

Conclusion

This paper emphasizes the evolving landscape of international education and the necessity of adopting diverse strategies for global learning. Traditional study abroad programs, while valuable, may not be accessible to everyone. Creating global networks and integrating e-learning tools and COIL in classes can address these challenges and aid in students’ global competencies and cultural awareness (Case, et al., 2022). The concept of The Power of One underscores the significance of individual efforts in contributing to positive change on a global scale. This begins with instructors implementing shared learning experiences in classrooms and internationalizing curriculum. It can be throughout the course, or simply in a single, COILed partnership project.

The presented case studies provide tangible evidence of COIL’s effectiveness in promoting intercultural understanding, collaboration, and knowledge sharing. COIL offers students the opportunity to engage in academic activities with peers from different countries, fostering a rich cultural exchange. Partnerships can contribute to the development of critical thinking skills, global awareness, and skill in using online tools — all assets in today’s interconnected world.

Recommendations

Moving forward, COIL implementation can be strengthened through strategic initiatives. Institutions should invest in faculty training programs to equip educators with the skills and knowledge needed to design and facilitate successful COIL experiences. This includes promoting awareness of cultural nuances, effective use of technology, and strategies, activities, and global exchange for fostering collaboration in virtual environments.

Establishing global partnerships between institutions and creating a standardized framework for COIL courses can streamline the implementation process. Clear guidelines on integrating cultural topics and innovative assessment methods will contribute to the success of COIL initiatives for both students and instructors.

To support students’ participation in COIL, institutions should explore avenues for financial assistance or grants. This will make COIL more accessible to a broader range of students, addressing the inclusivity aspect of global learning. It can also aid in fostering stronger partnerships through international site visits.

In summary, embracing COIL as a pedagogical approach requires a holistic commitment from educational institutions, educators, and students. By fostering a culture of knowledge sharing, intercultural collaboration, and technological proficiency, COIL can pave the way for a more inclusive and globally aware experience.

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