The article provides an in-depth analysis of Collaborative Online International Learning (COIL) experiences in higher education. It begins by discussing the increasing trend of online education, both formal and informal, and the efforts made by governments to achieve quality education. The article highlights the growth in enrollment in higher education institutions worldwide and the emergence of online programs to cater to diverse learning needs.
The concept of COIL is introduced as a pedagogical approach that fosters intercultural skills and competencies through online collaboration between students from different geographical areas. The article emphasizes the importance of COIL in the digital era, where it serves as a strategy for active digital learning that enhances cultural sensitivity and improves learning experiences.
The study then delves into the development and validation of an instrument to measure students‘ perceptions of COIL experiences. The methodology section outlines the design of the instrument, the selection of expert judges, and the validation process using the Delphi method. The results section presents the evaluation of the instrument based on criteria such as clarity, coherence, relevance, and sufficiency.
The discussion section reflects on the findings of the study, highlighting the need for clarity in certain items of the instrument and the importance of measuring COIL experiences effectively. The article concludes by emphasizing the significance of the study in advancing research on international online collaborative learning and suggests avenues for future research.
Overall, the article provides a comprehensive analysis of COIL experiences in higher education, focusing on the development and validation of an instrument to measure students‘ perceptions. It offers valuable insights into the effectiveness of COIL as a pedagogical approach and the importance of assessing students‘ experiences in online collaborative learning environments.