The slides serve as a simple yet important reminder of the cross-cultural interaction that is about to take place, setting the tone for a respectful and empathetic exchange.
Professor Bernadette Musetti, a professor of liberal studies and an advocate for Global Learning, incorporates the Collaborative Online International Learning program in her classes. In her introductory presentation for a course taught in collaboration between Loyola Marymount University and Sophia University in Japan, the slide text reminds students of key principles: “1) Please speak slowly and clearly; 2) Use non-verbal expressions (smiling, nodding, etc.) for effective online communication; 3) Be flexible and respectful to each other.”
COIL is built on these principles, emphasizing mutual respect and understanding, as students engage with their global peers and are mindful of their positionality.
This program is a teaching method at LMU that pairs two professors from distant universities who design a curriculum to bring together their students for joint projects, seminars, group discussions, and other learning activities. These interactions occur virtually via platforms such as Zoom and Brightspace, spanning a few weeks or an entire semester.
“COIL makes students more empathetic to other cultures. It broadens their worldview and is like a stepping stone in their international education journey,” said Jennifer Ramos, professor of political science and director of Global Learning at International Programs and Partnerships (IPP). Through collaboration, COIL students form lasting connections with their peers across the world and allow those who can’t physically travel to gain international exposure without leaving their campus. It was created before the pandemic, ahead of its time in terms of online learning.
What is striking about COIL is that, while it may not be immediately apparent, the program is truly a labor of love and empathy — driven not only by the faculty who implement it but also by the students who participate and the information technology support staff who make it all possible. Ramos in particular highlights Malik Singleton, ITS manager of instructional technology, and his team as vital supports for COIL work.
“So, one of the keys to [its success] is a lot of preparation, on each side,” Ramos said. “[Professors need to] identify whether or not [COIL] is an appropriate tool to achieve learning outcomes for what they are teaching … Then, the next step would be finding a partner. Maybe it’s someone they’ve done research with … and this would be a new part of the relationship. Finally, each side needs to be familiar with the practices of each culture they will be integrating with … and, [with] the course content, you want to be in close communication.”
Musetti adds that “close communication” is difficult given the distance and time zone differences. The amount of effort and coordination required for COIL is substantial, as professors must balance cultural sensitivity, academic goals, and technical logistics. Teachers who choose to implement COIL are dedicated to the process, demonstrating their belief in the program’s potential to enhance learning outcomes and facilitate meaningful global collaborations. This commitment underscores the level of work and planning that goes into each COIL experience, ensuring it is a valuable and impactful educational tool. Professors choose to use COIL because it makes the course content come alive.
Post-COIL, Ramos believes, “students [are] more open to going on a global immersion or going on study abroad because they have this experience,” realizing the outside reach of classroom topics. COIL democratizes global learning, making it available to a broader student population as a means to bridge gaps in personal knowledge about other cultures.
Musetti points out that she had to structure her classes carefully in these interactions with other cultures. “The Japanese communicate in such a careful way,” Musetti said. “They weigh their words so carefully. They consider the effect of what they’re saying has on everybody in the group. The communication is so different, and it’s easy for … the Americans in this case to totally dominate the conversation.” This cultural exposure teaches students how to hold themselves accountable in cross-cultural settings, personally and academically developing them.
When asked about what makes a good COIL student, Musetti emphasizes the importance of a genuine curiosity about other cultures: “A desire to actually want to know about other cultures and people … be an eager, eager learner. Somebody that wants to grow in every way, you know, intellectually, culturally, to become more culturally competent.” Ramos adds, “Humble yourself, be open to learning.”
COIL is a valuable tool for enhancing classroom learning and a transformative experience that encourages students to become more globally aware and engaged. It nurtures global citizens — individuals who are informed about global issues and actively participate in cross-cultural exchanges that make them more responsible, engaged, and compassionate members of the global community. By integrating COIL into their academic journey, students prepare themselves for a future where they can confidently navigate the complexities of an interconnected world, contributing meaningfully to diverse conversations and collaboration.
For those interested in joining COIL, it’s as simple as speaking to their professors about the program and seeing if any COIL-integrated courses are available. Students are encouraged to actively seek out opportunities by reaching out to their academic departments or visiting IPP’s COIL page. IPP also gathers those who have experience with COIL and those would like to learn more every semester for COIL Conversations. These conversations foster a supportive community that serves as a resource to share information and provide advising about the high-impact global learning experience. Those interested in participating in COIL Conversations can reach out to Jennifer Ramos.
Past COIL courses taught at LMU have included economics with Professor Prachi Jain, who works with a group in Kenya; liberal studies education with Musetti, who worked with a group in Indonesia; computer science with Professor Jordan Freitas, who works with a group in Uganda and Professor Curtiss Takada Rooks, who works with a university in Japan.
Looking ahead, COIL is poised to expand. In February, LMU will welcome students from Sophia University in Japan in person, marking an exciting step in the program’s growth. The future of COIL may also include more hybrid models, where virtual collaborations are followed by in-person immersions, offering students the best of both worlds. As the program evolves, it will continue to break down barriers, making global learning more accessible and enriching for all students, regardless of their circumstances.
