Student and instructor perceptions of collaborative online international learning projects for increasing intercultural competence

I developed a Collaborative Online International Learning (COIL) project with a partnering international institution for my intercultural communication students. This project was designed to enhance students' intercultural competence. This research report assesses the impact of COIL on students' intercultural competence, using Darla Deardorff's (2006) Process Model of Intercultural Competence as the guiding analytical framework. Through qualitative interviews with former students and an international faculty partner, I explored how COIL projects influence attitudes, knowledge, and skills, as well as internal and external outcomes, in intercultural competence. The findings indicate that COIL projects enhance students' respect, openness, curiosity, cultural self-awareness, and communication skills. Students reported increased empathy and adaptability, crucial for effective intercultural communication. I have highlighted two major challenges around time zone differences and varying communication styles as areas for COIL pedagogical improvement. This study underscores COIL's potential in fostering intercultural competence and suggests strategies for enhancing its implementation in higher education.