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Paired classes met regularly at home, while students worked asynchronously online to share ideas, collaboratively produce course-relevant work, and reflect on cultural perspectives. The article discusses the program’s implementation and outcomes, framed within the broader context of study abroad benefits, retention, and employer-valued cross-cultural skills.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/globally-networked-learning-in-a-university-classroom-issue-1-pilot-program-results/592627/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/globally-networked-learning-in-a-university-classroom-issue-1-pilot-program-results/592627.png","ImageObject",300,407,{"name":92,"@type":93},"Mimi","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-20","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the COIL approach described in the article?","Question",{"text":112,"@type":113},"COIL is a model for building global competence by creating a multicultural learning environment that connects university classes in two countries. Students complete shared assignments and projects using communication technologies, with faculty co-teaching and managing coursework.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How did students participate in the pilot program besides meeting in their home country?",{"text":117,"@type":113},"Students worked asynchronously online to share ideas, collaboratively produce work relevant to the course, and reflect on their own and their partners’ cultural viewpoints.",{"name":119,"@type":110,"acceptedAnswer":120},"Why does the article discuss study abroad in relation to this on-campus pilot?",{"text":121,"@type":113},"It highlights common benefits of study abroad and addresses barriers and misconceptions, then proposes an interactive, high-impact international experience for students who remain on campus. The paper ends by presenting the pilot program’s results.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},592627,1792120281,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":41},2336477974920,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Athens Journal of Education-Volume 6, Issue 1 – Pages 1-12  \nGlobally Networked Learning in a University Classroom: A Pilot Program  \nBy Steven M. Oberhelman 􀀍 Christina A. Dunn†  \nIn 2017, the College of Liberal Arts at Texas A&M University created an initiative modeled on the State University of New York’s Collaborative Online International Learning (COIL) program. COIL is an approach to fostering global competence through the development of a multicultural learning environment that links university classes in two different countries. Using various communication technologies, students complete shared assignments and projects, with faculty members from each country co-teaching and managing coursework. We piloted a COIL program with the purpose of fostering global competence and a multicultural learning environment through linking a Texas A&M Liberal Arts class and a university class in a foreign country. Each of the paired classes met separately and regularly in its home country for much of the semester, but the students also worked asynchronously online to share ideas, collaboratively produce work relevant to the course of study, and reflect upon their own and their partners’ cultural points of view. In this paper we discuss the results of this pilot program.  \nKeywords: global learning, online learning, internationalization, study abroad, student success  \nIntroduction  \nIt is a well-known fact that study abroad brings tremendous benefits to students. Three academic advantages may be quickly singled out. First, students who participate in a study abroad program display better overall academic achievement. Research shows slightly higher four-year graduation rates for students who studied abroad to those who did not.1  \nSecond, students who engage in an overseas experience also stay in college.  \n􀀍Associate Dean of Undergraduate Studies Professor of Classics, George Sumey, Jr. Professor of Liberal Arts, Texas A&M University, USA.  \n†International Programs Manager, College of Liberal Arts, Texas A&M University, USA.  \n1This is the conclusion of many tier 1 research universities, such as University of California, Berkeley ([https://opa.berkeley.edu/sites/default/files/studyabroad_finalterm_17may2017.pdf](https://opa.berkeley.edu/sites/default/files/studyabroad_finalterm_17may2017.pdf)), and Colorado State ([http://irpe-reports.colostate.edu/pdf/ResearchBriefs/EA_Graduation_Ra](http://irpe-reports.colostate.edu/pdf/ResearchBriefs/EA_Graduation_Ra) tes.pdf). Review of the evidence in Barclay, 2011, with the most recent evaluation in Haupt, Ogden, & Rubin, 2018. Malmgren & Galvin, 2008 discuss how study abroad improves graduation rates for atrisk students and students of underrepresented groups. The webpage [http://globaledresearch](http://globaledresearch). com/study-abroad-impact.asp lists 20 studies (with links) for reports by universities examining the effect of study abroad on graduation, retention, and learning. The higher GPRs earned by Texas A&M students who have international experiences may not necessarily be directly attributable to time abroad. At Texas A&M, no student with a GPR below 2.0 is eligible for study abroad; the same prohibition applies to students on academic probation. Thus, sudy abroad students are already achieving higher grades from the onset; their final GPR at graduation may be more a reflection of their overall academic abilities than the result of the academic skill-sets acquired from education abroad.  \n[https://doi.org/10.30958/aje.6-1-1](https://doi.org/10.30958/aje.6-1-1) doi=10.30958/aje.6-1-1  \nVol. 6, No. 1 Oberhelman and Dunn: Globally Networked Learning …  \nRetention is as critical for accountability in higher education and for state legislatures as graduation rates (Tinto, 1987).2 At Texas A&M the difference in retention rates for students who stay on campus and students who study overseas isabout 10%.3 Given Texas A&M’s annual freshman class of 10,000, if all students were afforded some t","cbCair4sVW8npwCE","https://ap.wps.com/l/cbCair4sVW8npwCE","pdf",462432,12,"English","# Introduction\n## Study abroad benefits and misconceptions\n## Online international learning via COIL\n## Pilot program design and outcomes","[{\"question\":\"What is the COIL approach described in the article?\",\"answer\":\"COIL is a model for building global competence by creating a multicultural learning environment that connects university classes in two countries. Students complete shared assignments and projects using communication technologies, with faculty co-teaching and managing coursework.\"},{\"question\":\"How did students participate in the pilot program besides meeting in their home country?\",\"answer\":\"Students worked asynchronously online to share ideas, collaboratively produce work relevant to the course, and reflect on their own and their partners’ cultural viewpoints.\"},{\"question\":\"Why does the article discuss study abroad in relation to this on-campus pilot?\",\"answer\":\"It highlights common benefits of study abroad and addresses barriers and misconceptions, then proposes an interactive, high-impact international experience for students who remain on campus. The paper ends by presenting the pilot program’s results.\"}]","Globally Networked Learning in a University Classroom - Issue 1 - Pilot program results | PDF",1792074975]