When planning, it is important to note that a COIL project is ideally divided into the following four phases.
In phase 1, you need an idea and a partner from a foreign university who is also interested in COIL. Then, in phase 2, the teachers jointly design their COIL project by defining the framework and goals of the project work and cooperation. In phase 3, the students take part in the COIL course, which is made up of various modules. At the end of the COIL course, a summary of the cooperation is drawn up in phase 4. Further information can be found under the individual phases.
COIL and Virtual Exchange formats benefit the faculties and teachers as well as the students in equal measure. For teaching, the following reasons speak for the development of COIL projects:
The benefits for students taking COIL courses can be summarised as follows:
Through COIL formats integrated into the curriculum, students benefit from these advantages without having to spend more study time and organise or finance anything themselves.
A Virtual Exchange can be realised with the help of different approaches. Collaborative Online International Learning is a special Virtual Exchange format. An important characteristic of COIL courses is the shared syllabus developed jointly by the teachers.
Consequently, the sequence of a COIL course usually follows the outlined scheme above in order to achieve the learning objectives defined in the syllabus. COIL combines important elements of other Virtual Exchange formats, but the focus is neither purely on language skills nor on course content. Instead, through joint collaboration, professional, linguistic and intercultural competences can be taught and applied simultaneously.