Live Session from April 1, 2026

Overview: 

As global higher education continues to evolve, institutions are rethinking how international learning is delivered, who it reaches, and what outcomes it produces. Collaborative Online International Learning (COIL) and virtual exchange have emerged as important tools in this shift, offering new pathways for global engagement that extend beyond traditional mobility.

A recent webinar brought together perspectives from both practice and research to explore the current state of COIL, its growing relevance, and the opportunities and challenges shaping its future. What follows is a synthesis of the key themes and takeaways from that discussion.

Moderator:

• Kyle Cox, DA Global Impact Fellow 2025-2026 | CEA CAPA Regional Director for University Relations

Guest Presenters:

• Daniel Nolan, Director of COIL Programming, University of Minnesota
• Adam Freed, Regional Director of Academic Partnerships, Asia-Pacific Academic

• COIL is a flexible, evolving model of global learning embedded within coursework
• It is gaining momentum due to shifts in mobility, access, and student expectations
• Hybrid models are expanding the scope of what COIL can look like
• Students benefit from intercultural engagement, digital collaboration, and applied learning
• COIL supports career readiness by developing globally relevant skills
• Adoption requires attention to both practical challenges and deeper structural considerations
• The future of COIL will depend on continued innovation, critical reflection, and global inclusivity

At its core, Collaborative Online International Learning (COIL) refers to structured, collaborative learning experiences that connect students and faculty across institutions and countries through digital platforms. While often grouped under the broader umbrella of “virtual exchange,” COIL is typically distinguished by its integration into formal coursework and its emphasis on co-designed, faculty-led collaboration.

However, one of the most important takeaways from the discussion is that COIL is not a fixed or universally agreed-upon model. Definitions continue to evolve, reflecting differences in regional practice, institutional priorities, and disciplinary approaches. This fluidity is not a weakness, but rather a sign of an emerging field that is still being shaped by those who engage with it.

The renewed attention to COIL is closely tied to broader changes in global education. Declining participation in traditional study abroad in some contexts, rising costs, geopolitical uncertainty, and shifting student expectations have all contributed to a need for more flexible and inclusive models of global learning.

At the same time, today’s students are increasingly comfortable operating in digital environments. This has made virtual collaboration not only feasible but pedagogically meaningful. COIL offers a way to embed international experiences directly into the curriculum, expanding access to students who may not be able to participate in physical mobility.

In this sense, COIL is not simply an alternative to study abroad. It is part of a larger reimagining of how global learning can be integrated across the student experience.

Another key theme was the evolution of COIL beyond fully virtual formats. In many contexts, COIL is now being combined with short-term mobility or embedded within broader program structures, creating hybrid models that blend online and in-person engagement.

These developments reflect a growing recognition that global learning does not need to be confined to a single modality. Instead, institutions are experimenting with layered approaches that allow students to build relationships online and then deepen them through physical exchange, or vice versa.

This shift also raises important questions about what counts as COIL and how it relates to other forms of international collaboration, further reinforcing the idea that the field is still in transition.

Across the discussion, there was strong alignment around the value of COIL for student learning. Participants highlighted several key areas of impact:

• Intercultural competence: Students engage directly with peers from different cultural and national contexts, developing greater awareness and perspective-taking skills.
• Digital collaboration: Working across time zones and platforms builds practical experience in virtual teamwork.
• Active learning: COIL projects often involve problem-based or collaborative assignments that increase student engagement.
• Access to global experiences: Students who may not have the opportunity to study abroad can still participate in meaningful international learning.

Importantly, these outcomes are not limited to specific disciplines. COIL has been successfully implemented across a wide range of fields, demonstrating its adaptability and relevance in diverse academic contexts.

Beyond academic outcomes, COIL is increasingly being positioned as a contributor to career readiness. The ability to collaborate across cultures, communicate effectively in virtual environments, and navigate ambiguity are all highly valued in today’s workforce.

COIL provides a structured environment in which students can practice these skills in real time. Rather than learning about global collaboration in theory, students experience it directly, often encountering the kinds of challenges and complexities that mirror professional settings.

For institutions, this creates an opportunity to more clearly connect global learning with employability outcomes, an area of growing importance for both students and stakeholders.

While much of the conversation focused on student outcomes, there was also recognition of the benefits for faculty and institutions.

For faculty, COIL can:

• Open new avenues for research and collaboration
• Strengthen connections with international partners
• Revitalize teaching through innovative pedagogies

For institutions, COIL can:

• Expand global engagement without the costs of mobility
• Support strategic goals related to access and inclusion
• Serve as a foundation for deeper partnerships and future initiatives

These benefits are important in encouraging broader adoption, particularly among faculty who may be unfamiliar with or hesitant about implementing COIL.

Despite its potential, COIL is not without challenges. The discussion emphasized the importance of approaching COIL with a critical and reflective mindset.

Practical barriers

• Time and coordination across institutions
• Differences in academic calendars and expectations
• Technological limitations or uneven access

Conceptual challenges

• Navigating uncertainty and unpredictability in live, cross-cultural collaboration
• Avoiding oversimplified assumptions about culture and identity
• Ensuring that global engagement does not reinforce existing inequities

Field-level tensions

• A concentration of leadership and visibility in North America and Europe
• Limited recognition of practices emerging from other regions
• The risk that standardization through training or certification may constrain innovation

These considerations highlight that implementing COIL effectively requires not only logistical planning, but also intentional design and critical awareness.

One of the most consistent themes throughout the conversation was that COIL should be understood as an evolving practice rather than a fixed model. Its strength lies in its flexibility, its adaptability across contexts, and its potential to respond to changing needs in global education.

At the same time, this flexibility requires ongoing dialogue about definitions, approaches, and values. As institutions continue to experiment with COIL and virtual exchange, there is an opportunity to shape the field in ways that are more inclusive, more equitable, and more responsive to diverse perspectives.