Expectations and impact of the COIL model on the development of skills in university students in Spain and Argentina
DOI:
https://doi.org/10.65598/rps.6006Keywords:
COIL, University student, Skills, Spain, ArgentinaAbstract
This study analyzes a Collaborative Online International Learning (COIL) experience developed among students at the Universitat Abat Oliba CEU (Spain) and the Catholic University of Argentina (UCA). The proposal, focused on the comparative analysis of socioeconomic indicators in both countries, was carried out using a mixed, sequential, explanatory, and longitudinal methodological design. The population consisted of 202 undergraduate students. A structured questionnaire administered at two stages (pretest and posttest) assessed the development of intercultural, digital, and academic competencies, as well as the perception of the methodology and faculty support. The quantitative data were analyzed using descriptive and inferential statistics, and the qualitative analysis was based on reports prepared by fourth-year students who acted as facilitators, as well as in-depth interviews with participating faculty, applying thematic coding with Atlas.ti. The results show significant improvements in skills such as intercultural communication, critical thinking, and the practical application of knowledge. The study confirms the potential of the COIL model as an effective tool for curriculum internationalization and collaborative learning in virtual higher education environments.
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