Article written by ASC Office of Distance Education Graduate Research Associate, Aelim Kim.
Collaborative Online International Learning (COIL) is an expanded approach to distance education utilizing digital technologies to connect students from diverse locations. COIL instructors develop international partnerships with institutions from countries and different cultural backgrounds to foster intercultural connections between students across borders. They create a diverse range of opportunities for students to engage in collaborative learning processes with their global peers. Therefore, the COIL curriculum aims to nurture students' intercultural competence as global citizens through active participation in global dialogues.
What is Collaborative Online International Learning (COIL) and how can it be differentiated from Virtual Exchange (VE)?
Modified diagram showing the concept of the COIL project. Adapted from https://online.suny.edu/introtocoil/suny-coil-what-is/. SUNY COIL Center.
COIL and VE are methods that both aim to enhance intercultural understanding by using digital tools to facilitate communication and collaboration across national borders. However, VE can be broader and include various forms of informal or structured interactions as parts of extracurricular activities or independent programs. VE concentrates on more extensive cultural and social contact. On the other hand, COIL is more course-based. It is common for many COIL instructors to design the curriculum by integrating the COIL-enhanced modules into existing coursework through communication with their international collaborators to meet both courses’ objectives. Many COIL instructors and their partners co-plan and co-design the curriculum from the start of the project to give both members of the partnership similar levels of input and allow them to agree on academic goals. Consequently, COIL concentrates on academic collaboration based on institutional levels.
Who can benefit from the COIL curriculum, and why?
The COIL curriculum equips students, faculty, and institutions with intercultural competence through global collaboration. Its benefits on students’ learning, faculties’ networking, and the institutions’ internationalizing for students’ learning, faculty’s networking, and institutions' internationalization at large reach well into the educational ecology of a networked world by creating cross-border partnerships and offering pioneering learning experiences.
For students, COIL provides highly accessible learning opportunities related to global learning. NAFSA (Association of International Educators) indicates that only about 10% of the undergraduate students in the United States generally study abroad before graduating. This statistic presents the gap between students' interest in global learning and the real opportunities they have access to during their college years. In the report, Mapping Internationalization on U.S. Campuses, American Council on Education (ACE) indicates that study abroad programs and other opportunities for international engagements are usually limited by logistical and financial difficulties. This statistic presents the gap between students' interest in global learning and the real opportunities they have access to during their college years.
COIL in higher education provides more accessible opportunities to a broader range of students without traveling or joining a study abroad program. COIL experiences develop students’ cultural sensitivity and deepen intercultural understanding, which are essential skills in today’s interconnected world. Through team-based learning activities and global peer interaction, students can enhance their communication skills to work effectively beyond barriers of language and culture. Additionally, the collaborative nature of the COIL curriculum helps students be better prepared for real-world working environments. Lastly, by utilizing a variety of digital tools and platforms, COIL curriculum fosters students' technology and digital literacy.
NAFSA points out that more globally skilled professionals are needed for more international business opportunities, as 95% of consumers reside outside the United States. Higher education plays a vital role in preparing students for these rapidly changing highly technological jobs and global work environments. COIL curriculum enriches the student learning experience by fostering cultural awareness, promoting real-world relevance, and enhancing communication and collaboration skills crossing borders. All these factors work together to foster students' enthusiasm and engagement, motivating them to learn and acquire the skills necessary for success in today's globalized world.
The collaborative and multicultural nature of the COIL curriculum offers many benefits for instructors, in the same vein as their students’ global learning. First, COIL experience helps instructors enhance their own cultural competency and understanding of international contexts. Teaching students and collaborating with partner instructors from various cultural backgrounds allows COIL instructors to foster inclusive pedagogy and broadens their worldview, making their teaching more globally relevant. By designing learning activities that resonate with their cultural backgrounds and interests, instructors can promote deeper engagement and participation. Exposure to different cultural viewpoints encourages students to think critically, communicate effectively across cultural boundaries, and collaborate in diverse teams.
Additionally, COIL fosters instructors to pedagogical innovation. The use of diverse digital tools and platforms to teach encourages exploration of new pedagogical strategies for effectiveness in online and blended learning environments. It also helps instructors enhance their digital literacy and technological skills, which can be applied in other teaching contexts. International collaboration through the development and implementation of the COIL curriculum expands professional networks and facilitates interactions with colleagues in different countries. Such experiences will offer them various opportunities for scholarly exchange, research collaboration, and sharing of best practices that add to their growth in terms of their professional and academic careers.
Instructors also benefit from increased student engagement and learning initiated by the COIL curriculum. The goal of COIL activities is to increase teamwork and interaction. Studies indicate that learning settings that are interactive and collaborative improve students' motivation and engagement. Students actively engage in conversations, problem-solving, and information sharing with classmates from a variety of cultural backgrounds when they take part in global interaction through COIL curriculum. Deeper engagement with the course material is encouraged and a sense of ownership over the learning process is fostered by this active participation. Therefore, instructors benefit from improved classroom dynamics and positive learning outcomes resulting from students' active participation in global projects.
COIL makes global learning accessible to diversified students for equity in education and diversity. As mentioned above, relatively low numbers of U.S. students participate in study abroad programs. Minority students have even more barriers accessing opportunities for study abroad (Percent of U.S. Study Abroad Students by Race/Ethnicity). The COIL curriculum is an effective, low-cost, and inclusive way for institutions to provide an international experience through technology-based learning. This lowers some of the financial and logistical challenges that come with traditional study abroad programs, such as costs related to physical travel. As a result, utilizing COIL curricula can be an effective strategy that contributes to comprehensive internationalization of higher education institutions.
Where to start for the COIL curriculum
Many OSU faculty members have designed and successfully implemented COIL courses over the last several years. Since 2021, the Office of International Affairs and the Drake Institute for Teaching and Learning have supported faculty and instructors interested in creating COIL courses by providing diverse resources as well as financial support for course development through the Virtual Exchange (VE) Learning Community. The participants gain a comprehensive understanding of the COIL course design, from developing collaborative projects to finding resources. Along with practical support, faculty members with diverse COIL experiences guide participants in facilitating courses and assess their pedagogical efforts and outcomes. In addition to faculty support, OSU encourages students to enroll in COIL courses to develop intercultural competence. Undergraduate students who completed required courses and global learning activities can apply for the Intercultural Competence for Global Citizenship certificate.
Successful implementation of the COIL curriculum requires careful planning, open communication, and flexibility. Instructors do not necessarily have to follow the provided steps strictly; instead, they are encouraged to employ these steps flexibly and adjust them to their own context. For instance, some instructors might be able to think about future opportunities for the COIL project and start a casual conversation with potential collaborators who already exist within their network. On the other hand, others might prefer to have a proposal prepared by themselves in their own hands and then search for collaborators by suggesting their plans. These are examples of the flexible nature of the process of the COIL project.
Steps to Implement COIL:
Find faculty or institutions interested in cross-cultural opportunities. You can draw upon your own networks or seek help from other sources. You can utilize your own networks or get help from other resources. This can be facilitated through professional networks, academic conferences, or through platforms dedicated to international education partnerships.
Make sure that partner institutes agree on course objectives and interests. Discuss what each party hopes to achieve from the COIL project and define learning objectives together. Clearly outline what students should learn from the COIL experience and select topics that are meaningful and relevant to both sets of students.
In consultation with the partner institution, design a common syllabus or project that best fits into the courses. It may include lectures and readings that are followed by discussions and collaborative assessments. Decide on a Timeline by placing the COIL activities in regard to the academic calendars of the two institutions. Be aware of different time zones and holidays (starting date of academic year or the length of the semester varied depending on countries or institutions).
Choose online platforms and tools that will best serve communication and collaboration requirements (e.g. video conferencing tools, CarmenZoom or Microsoft Teams; shared documents in Microsoft Word; learning management systems like CarmenCanvas). Clearly set up the channels for effective and regular communication between the faculty partners and among students. Determine how often and in what mode communication will take place.
Evaluate student academic performance through assignments, projects, or exams where relevant under course requirements. Reflection papers, surveys, or self-assessment tools, and IDI assessment could be used to evaluate students’ intercultural competencies. Follow up with the students and faculty for feedback about their experience with the COIL project. Through surveys or feedback forms, understand what worked well and what could be improved.
Useful Strategies for Successful COIL Curriculum
You can be involved in the OSU Virtual Exchange Learning Community. This includes participation in regular monthly meetings, the opportunity to share experiences in ongoing projects, access to online virtual exchange resources, and virtual conversations with COIL scholars from Colombia and Brazil. Each fellow also receives a grant for course development, materials, and professional growth. You will meet people in diverse disciplines with the same interests in teaching methods and learn about practical ways to facilitate the COIL courses. If you have any questions, contact the COIL Learning Community facilitators.
Conduct orientation sessions for both students and faculty to familiarize them with the COIL process, objectives, and digital tools. You can start the project with a joint session where students and faculty can meet virtually, introduce themselves, and discuss the project overview. Providing training related to intercultural communication is also helpful to prepare participants for working with peers from different cultural backgrounds. Ask all participants if they are comfortable using the chosen online tools and platforms. Instructors can also create and provide tutorials for students to learn how-to steps for the tools and platforms.
Provide ongoing support and monitoring throughout the project. Be ready to address technical issues, cultural misunderstandings, or collaboration challenges. Schedule regular meetings or check-ins (mandatory 10-minute virtual office hours, for example) to assess progress, provide feedback, and keep the project on track.
Design activities that promote intercultural dialogue and collaboration, such as group discussions, peer reviews, or joint presentations. For example, you can help students foster rapport through casual conversations with smaller student-only groups or one-on-one chats. Encourage students to reflect on their intercultural experiences through journals, discussion posts, or reflection papers.
Keep detailed records of the COIL project, including planning documents, communication logs, and examples of student work. Well-archived documents are helpful for future project planning and for other COIL instructors who are interested in designing similar projects.
Recognize the efforts of students, faculty, and partners who contributed to the COIL project. Consider certificates, special mentions, or public acknowledgments. Organize a closing event or virtual ceremony to celebrate the completion of the COIL project. This can provide a sense of closure and accomplishment for all involved.
Consider how the COIL experience can be improved and sustained in future courses. Discuss possibilities for continuing or expanding the partnership.
COIL Curriculum Case Studies
This section provides examples of OSU COIL instructors that you are encouraged to explore. Also, please visit the SUNY COIL CENTER for more sample syllabi.
Project Title: The Afro-Ecuadorian Diaspora: A Collaborative Classroom Project
Project Period: Fall 2021
Partner Institution and Country: Pontificia Universidad Católica del Ecuador (PUCE-FADA).
Brief Introduction of the Project:
A collaborative classroom project in which students from the Ohio State University learned about Black cultures in Ecuador alongside students from the Pontificia Universidad Católica del Ecuador (PUCE-FADA), guided by the professors as well as Paolo Realpe, a diaspora activist based on the island of Muisne on the Pacific coast of Ecuador. This project was a module in an existing course on Global Dimensions of the African Diaspora (AFAMAST 3310) and consisted of synchronous online meetings. Students collaborated on visual or multimedia projects that compared processes of cultural appropriation of black cultures in Ecuador and the USA. The joint sessions were conducted in English with translation provided where needed.
Learning goals:
- understand how race is constructed and understood in different settings
- understand and analyze processes of cultural appropriation of Black cultures
- learn about the history and culture of the Afro Ecuadorian community
Curriculum Structure:
The COIL module was embedded in an otherwise regular course. We had a week of preparatory work (practical + historical introduction) and 6 weeks of joint classrooms and small-group meetings. The complete module took up 7 weeks.
Week 1: Global Education preparation sessions
- Visit from International Office expert: collaborating across cultural borders
- Introduction to Afro-Ecuadorian History and Society
Week 2: Afro Ecuador (joint classroom)
- Introductions
- Introduction: Key Concepts in Black Diaspora (with short student presentations)
Week 3: Afro Ecuador (joint classroom)
- Visit Paolo Realpe (Mono Natura, Muisne) (2 meetings)
- Introductions + brainstorming small groups
Week 4: Afro Ecuador (joint classroom)
- Discussions with Paolo Realpe (Mono Natura, Muisne) (2 meetings)
- Start small group work
Week 5: Afro Ecuador (joint classroom)
- Smal group work + check-ins with faculty members
Week 6: Afro Ecuador (joint classroom)
- Small group work + check-ins with faculty members
Week 7: Afro Ecuador (joint classroom)
- Group presentations
Student Activities and Assignments:
Introductory readings on Ecuadorian history and African cultures in Latin-America
Mini presentations: US students prepared brief (max. 5 minutes) presentations on concepts, histories, or contemporary issues that are crucial to understanding Black America today. Ecuadorian students prepared mini presentations on Ecuadorian society and Indigeneity.
Group work (3-4 students per group).
Group assignment and presentation: a collaborative project (3 min video) with American and Ecuadorian students. Videos need to be research-based, relevant to course content and informative to a broader audience.
Utilized Resources:
- Google classroom for assignments, resources, and group communication.
- WhatsApp for small group communications.
- Zoom for meetings.
- Logistical and expert support from the Ohio State International Office.
- COIL Learning Community Cohort, 2021-22
- Intercultural Development Inventory Assessment
Challenges faced:
Aligning administrative and software platforms between two different universities:
- Finding the correct software platform for classroom activities. Since outside students cannot be added to Carmen/Canvas, we worked with Google Classroom, a technology normally not used by the university.
- Inflexibility and slowness of Ohio State’s outside vendor payment system undermines stable relations with partners in the Global South
Challenges for student collaboration:
- Imbalance between numbers of Ecuadorian and American student led to over-representation of Americans.
- The success of small group work was varied. The most successful groups were those who appointed coordinators (one Ecuadorian and one American student).
Long-term challenges:
- Finding the financial resources on campus to sustain this as a regular project.
- Political instability in Ecuador has impacted relations between university there and communities on Pacific coast (circulation restrictions, safety concerns, etc.), which has negatively impacted current feasibility of the project.
Project Title: Intercultural Competence Development in a Collaborative Online International Learning Engineering Course
Project Period: SP21, SP22
Partner Institution and Country: Zamorano University, Honduras
Brief Introduction of the Project:
In 2019, the Humanitarian Engineering program at The Ohio State University (OSU), established a partnership where foundational relationship components (Honduras-based NGO and Honduras-based university) are based in the host country. This model positions partner organizations to collaborate in a structure that aligns to their core competencies. The partnership’s main activity revolves around the development, implementation, assessment, and ongoing improvement of a Collaborative Online International Learning (COIL) course to support engineering students’ intercultural development and foster equitable project implementation.
Curriculum Structure:
The first significant collaborative activity of the partnership was the bringing together of two different courses: OSU’s ENGR 5797.24 (3 credits, 1 semester) Sustainable Community Development – Honduras and ZU’s IAD 3081 (3 credits, 1 semester) Knowledge Management. The result was a 100% remote COIL course with an approximate 50%-50% split between joint and individual class meetings.
Students received instruction from their respective university faculty (2 from OSU and 1 from ZU), while also participating in combined lectures and group project work. The COIL course was jointly planned as a response to the COVID-19 pandemic that resulted in all courses being delivered remotely at both institutions and the travel component of the US course being restricted. The US course was enhanced by the addition of a bilingual (Spanish-English) classroom assistant, a recent graduate of ZU. This assistant remotely provided Spanish instruction to the OSU students, translation and interpretation with the community, as well as relationship facilitation with Honduran partners, the NGO, and ZU. The collaborative courses aimed to complement other existing courses while providing an opportunity for students to engage cross-culturally with each other through an innovative and cost-effective approach.
Student Activities and Assignments:
Students completing the following activities: 1) Listening and understanding community inputs via survey, 2) Working through the human centered design process to identify potential interventions based on community survey results, 3) Question and Answer sessions with an extension educator from Zamorano, 4) Guest lectures from OSU and Zamorano faculty, 4) Crafting potential intervention plans to the identified challenges, and 5) Engaging in facilitated discussion with reflection and targeted intercultural activities.
Utilized Resources:
- https://hubicl.org/toolbox/tools
- Intercultural Development Inventory
- COIL Learning Community
Project Title: Critical Multicultural Education through the COIL Curriculum: A Case Study of U.S. and South Korean Collaboration
Project Period: Spring 2022 (four-week Pilot), Autumn 2022 (six-week), Autumn 2023 (six-week)
Partner Institution and Country: George Mason University in South Korea
Brief Introduction of the Project:
Criticizing Television, a general education writing course, was 100% asynchronous online and delivered through Carmen Canvas. This course aimed to develop critical perspectives on reading media representations. In this GE course, undergraduate students from diverse majors were provided opportunities to explore popular media content while developing a critical lens, focusing on various social issues such as race, class, gender, immigration status, LGBTQ+, etc. In the second semester of my teaching, I envisioned the COIL project and established a partnership in 2021 with a professor teaching Media Criticism at George Mason University in Korea. Beginning with a four-week pilot study in the spring semester of 2022, we've since conducted the COIL course over three semesters, facilitating six-week-long collaborative online discussions each term.
Curriculum Structure:
Guided by the framework of critical multiculturalism, my partner professor and I designed the COIL-enhanced modules within each existing course structure we were assigned. The modules focused on awareness of prejudices, discrimination, and societal oppressions (related to class, gender, race, and sexual orientation) within the global mediascape. Through the COIL framework, we aimed to generate cultural and educational interventions informed by diverse perspectives of diversified student groups. Also, we actively utilized popular culture featured in transnational topics and content. For example, one of the course materials students were assigned to watch and discuss was the Canadian TV show Kim’s Convenience. Students from the U.S., South Korea, and other countries critically analyzed the media representations of a Korean immigrant family living in Canada.
Modules:
Students Activities and Assignments:
Asynchronous online discussion was one of the primary student activities for this project. We formed small groups of four to five students from different institutions. The structure of the weekly discussion consisted of three phases: (1) posting the initial answers to the discussion prompts, (2) adding structured comments on each initial post, and (3) replying to the comments on their posts. Due to the 13-hour time difference between the institutions, we meticulously planned the discussion timeline and provided clear, detailed instructions.
To help students build rapport, we included a one-on-one chat assignment where students could meet virtually without instructors' supervision. These sessions allowed them to engage in ice-breaking activities and share reflection notes. In addition to peer interactions between students, we held 10-minute virtual office hours for all students, ensuring they had easy access to instructors for any questions or support needed.
Challenges and Benefits:
I faced various challenges, from developing a partnership to managing timelines. As a graduate teaching associate assigned to the GE course, I had limited flexibility in creating inputs for the COIL curriculum. GE course had strict course objectives, such as practicing academic writing, and this caused difficulties in finding partner institutions where the courses are facilitated in English. Also, as institutions in South Korea start their academic year in March, we had to manage the project timelines by conducting it in the fall semester. Negotiating with different institutional cultures and values was another hardship to overcome in the phase of developing a partnership. For example, some professors I contacted to discuss the COIL curriculum raised concerns about addressing culturally sensitive topics in their classes, such as problematic racial representations in media. They mentioned that the institution where they teach might be reluctant to engage with these topics due to the potential for cultural conflict.
While developing COIL-enhanced modules and navigating various accessible platforms, I encountered many unexpected challenges. While seeking opportunities to learn more about virtual exchange and to network with other COIL scholars, I was selected to join the 2023 OSU COIL Learning Community cohort, comprised of nine other faculty and instructors. This opportunity helped improve my COIL teaching for the autumn semester of 2023. I also had an opportunity to take the IDI (Intercultural Development Inventory) assessment. IDI assessment is an online and theory-based survey that helps to understand the level of intercultural competence of individuals and groups. While typically a fee-based service, the COIL Learning Community generously covered this for our cohort. As this experience deepened my self-awareness, I wanted to extend this opportunity to my students. Through the collaboration with the COIL Learning Community facilitators, Dr. Cindy Jiang (jiang.533) and Dr. Danielle Schoon (schoon.2), my students were provided access to the pre- and post-IDI assessment at no cost.
Project Title: Developing Intercultural Communicative Competence Exploring Contemporary Italian and American Societies (in Italian 2102)
Project Period: AU21
Partner Institution and Country: Siena Intercultural Studies & Liceo Linguistico “Monna Agnese” of Siena
Brief Introduction of the Project:
A collaborative classroom project featuring 8 weeks of routine group conversations (2-4 students) between OSU students of Italian and Sienese students of English. After a few weeks getting to know each other through intercultural icebreakers, students co-created a survey (available in both languages) on customs and cultural values to be distributed widely among fellow students, friends, and family members. Students continued weekly intercultural learning activities and discussed the anonymous data collected as well as a final session guided by OSU and SIS staff on opportunities to reflect upon the experience and improve how we ask questions about cultural values and customs.
Learning goals:
Identify (and then synthesize) similarities and differences in cultural, political, and social perspectives on the subject matter across COIL partners (Perspective Taking).
Articulate new insights into their own identity (Cultural Self-Awareness).
Negotiate differences in communication to achieve a shared outcome (Intercultural Communication).
Curriculum Structure:
The COIL collaboration was embedded into an otherwise regular language course conducted entirely in Italian and COIL sessions took place using OSU Zoom accounts during class time. Breakout room sessions took place ½ in Italian, ½ in English. Student groups worked autonomously to create this balance and positive atmosphere, and instructors intervened when asked to do so by either group or when they observed an opportunity to improve conversational and linguistic balance. Instructors scaffolded activities to promote a balance in language use and engagement in intercultural topics. It was our goal that students learn to negotiate conversations successfully and autonomously more and more each week.
Student Activities and Assignment:
Schedule of Intercultural Learning Activities + Collaboration Work
Week 1: First icebreaker Session – The Story of My Name
Week 2: My Multicultural Self + Narrating Experiences with Identifiers
Week 3: Changing Stereotypes to Generalizations and Hypotheses
Week 4: Cultural Iceberg Lecture and Brainstorming Survey Questions
Week 5: Refining Survey Questions
------ Share survey for 14 days with school and friend groups ---------
Week 6: Direct vs Indirect Communication in Cultural Context
Week 7: Au contraire Proverbs + Initial reactions to survey results
Week 8: How rude! Understanding behaviors in social context + Reflection on survey questions and results
Utilized Resources
· https://hubicl.org/toolbox/tools
· COIL Learning Community, 2021-2022
· Peace Corps Culture Matters Manual and Workbook
· Zoom for meetings
Need Help? Have Questions?
If you are interested in learning more about COIL, but need some help getting started, please reach out to Drake Institute for Teaching and Learning or Office of International Affairs.
Also, you can schedule a consultation with an instructional designer from the Office of Distance Education in the College of Arts and Sciences.
If you have any questions, please reach out to ascode@osu.edu.
Useful Links and Additional Resources
SUNY COIL CENTER. (n.d.). Introduction to COIL. Retrieved from https://online.suny.edu/introtocoil/
External Resources for COIL. (n.d.). External resources for COIL. Retrieved from https://oia.osu.edu/global-initiatives/collaborative-online-international-learning-coil/external-resources
de Wit, H. (2013). COIL—Virtual mobility without commercialization. University World News. Retrieved December 4, 2021, from https://www.universityworldnews.com/article.php?story=20130528175741647
Guevara, J. A., & Legaspi, A. O. (2018, March). Challenge stereotypes through COIL. In 2018 COIL Conference (p. 55).
Harvard Business Publishing Education. (n.d.). 10 strategies for launching a successful virtual exchange. Retrieved August 6, 2024, from https://hbsp.harvard.edu/inspiring-minds/10-strategies-for-launching-a-successful-virtual-exchange
Institute of International Education. (2022). Mapping internationalization on U.S. campuses: 2022 edition. Institute of International Education.
Johnson, D. W., Johnson, R. T., & Smith, K. A. (2014). Cooperative learning: Improving university instruction by basing practice on validated theory. Journal on Excellence in College Teaching, 25(3&4), 85-118.
Júnior, C. A. H., & Finardi, K. R. (2018). Internationalization and virtual collaboration: Insights from COIL experiences. Ensino em Foco, 1(2), 19-33.
Katre, A. (2020). Creative economy teaching and learning—A collaborative online international learning case. International Education Studies, 13(7), 145-155.
King Ramírez, C. (2020). Influences of academic culture in Collaborative Online International Learning (COIL): Differences in Mexican and US students' reported experiences. Foreign Language Annals, 53(3), 438-457.
NAFSA: Association of International Educators. (n.d.). Trends in U.S. study abroad. Retrieved August 6, 2024, from https://www.nafsa.org/policy-and-advocacy/policy-resources/trends-us-study-abroad
Rubin, J. (2016). Nautical musings on local and global innovation and change: The disruptive pedagogy of COIL. In Global and local internationalization (pp. 75-79). Brill Sense.
Rubin, J. (2017). Embedding collaborative online international learning (COIL) at higher education institutions. In Internationalisation of higher education—A handbook (Vol. 2).
Rubin, J., & Guth, S. (2015). Collaborative online international learning: An emerging format for internationalizing curricula. In M. T. Runte, J. Plews, & R. W. Waugh (Eds.), Globally networked teaching in the humanities (pp. 27-39). Routledge.
Rubin, J., & Guth, S. (2023). The guide to COIL virtual exchange. Taylor & Francis.