Benefits, drawbacks, and challenges of COIL courses: the experiences of academics

Abstract

One of the most implemented strategies for the internationalization of the curriculum among Mexican institutions since COVID-19 is COIL (Collaborative Online International Learning), which is based on academic collaboration, mediated by technology, between two university professors and their students. This article presents the results of a qualitative study based on semi-structured interviews carried out among academics from Veracruzana University (Mexico) who have implemented a COIL component in their courses. For the analysis, a brief conceptual framework on the internationalization of higher education, its strategies and benefits is presented first; secondly, the relationship between information and communication technologies (ICT) and internationalization strategies at home and in the curriculum is analyzed; thirdly, an explanation of the COIL methodology and its evolution at the Universidad Veracruzana is presented; and finally the article presents the results of the study grouped into three categories: the experiences of the academics on the implementation of the COIL component, and the technological and intercultural skills that, from the academics’ perspective, students who participate in the COIL course develop. The results confirm that COIL courses contribute to the development of technological skills and relevant intercultural competencies in students. The successful implementation of a COIL course requires three key elements: training and institutional incentives for teachers; the use of ICT; and language proficiency among students and academics.