ABSTRACT
Many research universities have announced their support of internationalization and the outcomes attainable through this course of action, yet collaborative online international learning (COIL) as a means to realize such outcomes is underutilized (de Wit & Merkx, 2012; Green, 2005; Hemsley-Brown & Goonawardana, 2006; Lantz-Deaton, 2017; Montgomery, 2009; Olson et al., 2005; Sterns, 2009; Whitehead, 2015). Nearly 80% of Association of American Colleges and Universities member institutions have established global competencies as part of their student learning outcomes (Loveland, 2010). While these courses are an important part of the undergraduate curriculum, one course or a cluster of courses taken as a general education requirement or a self-selected subset of students is not enough to achieve robust global learning outcomes for all (Whitehead, 2015).
