Ciao!

你好¡Hola!

こんにちはGUIDE TO
안녕

C IL

C IL

Hi

C ollaborative Online International Learning

CONNECTINGACROSS BOARDERS
USING COIL
Sophia University, Ochanomizu University, and the University of Shizuoka
are selected institutions for the FY2018 “Inter-University Exchange Project:
Support for the Formation of Collaborative Programs with U.S. Universities using COIL-style Education.”

Sophia University

Ochanomizu University

University of Shizuoka

Sophia University

Ochanomizu University

University of Shizuoka!

Greetings
Sophia University
P rofessor T akashi Iroha ra
V ice P resident for A cade mic A ﬀ a irs , S o p h ia Un iv e rs ity

University of Shizuoka
Professor Hisao Tomizawa
V i c e P r e s i d e n t f o r I n t e r n a t i o n a l E x c h a n g e , U n i v e r s i t y o f S h i z uoka

Since our participation in the COIL program in 2018, the University of Shizuoka has expanded its scope to include
joint classes not only with collaborative universities in the United States, but also with other universities including ourpartner university in Thailand, Mongolia, and so on, to promote our overseas distance education. At COIL, if
conditions permit, it seems eﬀective to incorporate face-to-face education and on-site experience as appropriate. Aspart of COIL, we have organized and hosted ﬁeld studies programs, having provided opportunities for international
students and Japanese students from aﬃliated universities to visit Shizuoka's local industry together and experience

It is an undeniable fact that COVID-19 has had many diﬀerent adverse eﬀects on the economy, society, andindividual people. However, if there is a silver lining for education, it may be that online education has become more

diﬀerent cultures in situ.
It can be said that the introduction of distance learning has accelerated at each university due to the COVID-19

familiar. Moreover, this has occurred in a very short period of time worldwide.

pandemic, and many faculty members have learned anew a signiﬁcant method of distance education in addition to

The reality is that because of the COVID-19 pandemic, many universities around the world passively incorporated

face-to-face lessons, and the recognition of the possibility and eﬀectiveness of COIL seems to have dramaticallythe internet into their classes. However, when they actually tried using it, they realized that online education has

increased. The diﬀerence in class hours from overseas universities is a major obstacle in the program, but it could

great appeal for increasing freedom of learning, both in terms of time and space. This advantage will not disappear

be solved to some extent by ﬂexibly selecting on-demand classes and simultaneous interactive classes according toeven if COVID-19 completely winds down. In fact, we should actively leverage it.

each situation. This technique might also be applied to recurrent education which is highly demanded by society.

Compared to studying abroad which involves physically moving to another location, Collaborative Online International

Furthermore, remote collaboration will hopefully be deepened and expanded by actively and cumulatively joining the

Learning (COIL) greatly reduces time-related and ﬁnancial burdens on students, and also appeals to students whointernal and external education and research networks of each faculty member to the existing COIL network. The

are hesitant to go abroad due to security and other issues. Furthermore, unlike study abroad programs where

University of Shizuoka will certainly explore and develop the possibilities of this COIL project further with thestudents have exchanges limited to their stay in one particular country, COIL enables students to have exchanges

collaborative universities.

with multiple countries at the same time. This allows them to experience diverse values by changing destinations
according to class topics, such as the United States one week, Asia for the next week, Africa the week after that,and so on.
We hope that many people will utilize COIL, which has such a wide range of possibilities.

Ochanomizu University
P rofessor Masako Ishii-Ku n tz
T rustee/V ice P resident, Oc h a n o miz u Un iv e rs ity

Index

1：Learn about COIL

What is COIL?

04

Courses and Partners

05

Keys for Finding Partners

05

Objectives and Learning Outcomes by Frequencies, Period

06

Model Cases: COIL Classes at Each University

08

I believe that with the Guidelines in your hand, many of you feel encouraged to introduce COIL in your teaching or

2：Once You Decide to Introduce COIL

improve your classes. At the same time, you may be uncertain about how to start COIL. It is important to note that

Preparations

COIL is a concept of online education that is ﬂexible and diverse, not being bound by strict rules.
For example, you can start a COIL program by inviting international faculty and students to join your online class, theformat which has been widely used amidst the COVID-19 pandemic.

12

Format of Implementation and Examples of Tools and Apps* 13*Zoom, Flipgrid, Google Classroom, Padlet
Syllabus (Information for Students)

14

language are welcome in COIL program. Why not communicating with them and embrace global perspectives in your

Implementation

15

regular class setting? If you have a 15-week course, you may assign one or more sessions for lectures by overseas

Evaluation

15

Do you know any faculty members at overseas universities? Whatever nationality (even Japanese), and whateverfaculty or for SNS-based discussions among participating students from both universities. There are many options
that can be used in the COIL approach. The Guidelines contain many ideas and methods in the COIL for your

3：Useful Tips for COIL

consideration.

Icebreaking and Team Building

16

Facilitation17

Since Ochanomizu University started with four COIL classes in 2018, the ﬁrst year of the COIL initiative, the numberof classes has been increasing to roughly 20 over the last four years.
Students are expected to gain skills for collaboration and competition on the global arena for their future as well as
explore their paths by solving unforeseen challenges.
I would like to see as many faculty members as possible implementing COIL as an educational method.
02

4：FAQ about COIL

University Admin Oﬃce Support and More

18
03Section 1.

Learn about COILC OLLABORATIVE

What is

SOPHIA UNIVERSITYONLINE
INTERNATIONALLEARNING?

Course type

COIL?

DISTRIBUTION OF NUMBER OF COURSES BY COIL TYPE

1Specialized
Courses2

Language andCommunication

OCHANOMIZU UNIVERSITY

UNIVERSITY OF SHIZUOKA

3 Others

A

B

Within Japan* Both universities using
a foreign language※Same language level

What is COIL?
COIL stands for Collaborative Online International Learning.
Pedagogy to connect with overseas universities online and provide aninteractive and collaborative learning environment in and outside class.

Benefits of COIL
● Enables collaborative and comparative learning between two or more countries.
● Improves students’ leadership skills, project planning, management skills, and ICT literacy.
● Fosters networks among faculty members through collaboration in each course (potentiallyleading to joint research).
● Provides opportunities for international exchange for students who cannot study abroadwith various constraints.
● Provides a new form of global education that combines virtual and in-person educational
methods.

CD

One university in its
native language

One university in its
native language※Different language level※Same language level

Partners

A

Easy to implement COIL without considering the language used, time difference, etc.
See B-D for foreign language use.
*Including interaction with international students studying abroad in a Japanese university.

B

・Although students must have a certain language level, an equivalent level of communication is possible.
・With partners in Asian or Oceanic region, it is easier to connect due to having just a few hours or no time difference.

C ・Although there will be a difference in the level of understanding between native speakers and non-native

speakers, it is expected to create a stepping stone and learning outcomes for the non-native speakers to
improve their language skills.
・If the partner is in another region, consideration for the time difference and combination with asynchronous
learning are also necessary.

D ・Enables high-level international exchange and cross-cultural understanding at the equivalent level.

・If the partner is in another region, consideration for the time difference and combination with asynchronous
learning may be necessary, but collaboration and exchange among students outside of class can also be
expected.

Factors Other
than Language■ Academic Aspects: year of student and major■ Economic Aspects: developing or developed countries■ Cultural background■ Interest in Japanese culture and language

In addition to language, various factors of the participating students, depending on their cultural background(country/region), university and major, will affect the objectives and learning outcomes of COIL.

Examples of collaboration methods● Synchronous connection using online video conference tools such as Zoom.
● Asynchronous discussions using messenger services and social media.
● Exchange of recordings of lectures and student presentations for feedback and Q&As
in /outside class.
04

HOW TO
FIND
PARTNERS

・Networks of people who have conducted joint research or worked together
・University’s admin office: search based on class objectives and requests for partners
・External information: “COIL Connect for VE”

05

Learning Outcomes Based on
the Frequencies of COIL Implementation

Language and Communication
CourseAcquisition of specialized knowledge, as well as advanced
international exchange and cross-cultural understanding

Gaining a first-hand experience of global educationand connecting it to their studies

OBJECTIVESLEARNING OUTCOMES FOR STUDENTS

FREQUENCIES・PERIOD

One-time

Specialized
CourseInviting faculty members
from other universities as guest speakers

COIL experience /pilot introduction

Incorporating COIL regardlessof course content and student characteristics!

Opening the eyes of students
who were not particularly interested in the idea of“global” or “overseas”● Fostering multifaceted perspectives by comparing different regions/countries● Opportunities for direct exposure to different languages and cultures

Two to threetimes

Covering multiple topics

Basic COIL practices(synchronous/asynchronous)

Introducing global education● Fostering multifaceted perspectives by comparing different countries/regions● Gaining a foothold to deepen understanding of foreign languages and cultures

Easier to maintain students’ interest
and motivation by setting
moderate number of classes

Even students who are not actively
learning foreign languages canexperience global education and connect
it to their studies● Gaining deeper understanding on the topic and skills to effectively share insights with others● Improvement of level of practical skills

Long-term(more than one month*)*Most commonly overfour-six weeks● Opportunities for direct exposure to different languages and cultures

Covering multiple topics
Working on assignments that requirea certain period of time,such as creating a video

06

Presentations, group works
and discussions
Various COIL practices that combine
synchronous/asynchronous learning● Deepening understanding of foreign languages and cultures

Experiencing morein-depth exchanges
Improving various learning
approaches and skills that are
not limited to regular classes

Acquiring educational outcomessimilar to short-term study abroador language training at alow cost without travel07

Model Cases: COIL Classes at Each University

Course types

Partner types
A Within Japan

1 Specialized Course
2 Language and Communication
3 Others

B Both universities using a foreign language (same language level)
C One university in its native language (with language level difference)
D One university in its native language (same language level)

Sophia University
1 C

Course: Global Media and Japan(Center for Global Education and Discovery)

Course: Modern Japanese Art History(Faculty of Liberal Arts)

Course: Preparing to Study Abroad(Center for Global Education and Discovery)

2 C

2 D

Course: English Skills(Department of English Studies)

Theme

Theme

Theme

Theme

Soft Power of Japan and the U.S.

Collaborative learning based on the stage play Madame
Butterfly

Introduction to American culture

University life and education system in Japan

Implementation method

Implementation method

Implementation method
・Two-step collaboration with two universities in the U.S. :asynchronous connection through video exchange and text,
and synchronous connection through Zoom.

Learning outcomes・Students in Japan and the U.S. worked together to deepen
their understanding of the course’s theme and different
cultures.
・No major gaps in the syllabus and class times of the three
universities made it possible to utilize regular class time.
・Smooth synchronous connection through icebreaking –progressing from video exchanges, text-based Q&A session,
to exchanges via Zoom.
・Participation and motivation of the students grew over thecourse of collaboration.

1 B

Course: Seminar inInternational Educational Development(Department of Education)

Implementation method
・Collaboration combining synchronous Zoom lectures andasynchronous group work with a U.S. university(Course topic for Sophia: art history;
U.S. university: performing arts).
・Over the four weeks, the role of U.S. students was to create
stage sets (costumes, large props, etc.), while the Sophia
students critique the designs from a historical perspective.
Discussions and group work were conducted in mixed
groups of students from Japan and the U.S.

1 D

Course: Academic Communication 2(Intermediate II)(Center for Language Education and Research)

Impact of COVID-19 pandemic on migrant workers, the new
economy, local economies/societies, and education

Hospitality

Learning outcomes・Meaningful collaboration fully utilizing various online
learning methods allowed students from both universities todeepen their understanding from multiple perspectives.
・Local Thai students conducting and sharing the result offieldwork provided opportunity for Sophia students to learn
without the travel, which was difficult amidst COVID-19
pandemic.

Learning outcomes・Students were able to prepare for study abroad bydeepening their understanding of a different culture as wellas building English communication skills.

・Group presentations by Sophia students for Japanese
language students at a U.S. university, followed by a Q&A
session.
・Conducted synchronously via Zoom.

Learning outcomes・As a mandatory class for the Department students,
exchanges with U.S. students fostered cross-cultural
understanding and improved their English communication
skills.

・Complementary learning for both group of students on thetwo sides of arts education – theory and practice.
・Opportunity to learn how people of Asia as well as modern
Japan are most commonly portrayed in the U.S. by making
international comparison.

Theme

・Multiple synchronous connections with a university in
Thailand combining online lectures and discussions.
・One-month collaborative research by mixed groups ofstudents from both universities.
(Roles of Thai students: fieldwork, local interviews, etc.;
Sophia students: document-based research).
・Guidance from faculty members of both universities via
social media.
・Presentation of group final outcomes on the last day of the
program.

・Asynchronous connection where U.S. university students
create a video about American culture, and Sophia students
give feedback on the video via text.
・Multiple synchronous opinion exchanges via Zoom.

Learning outcomes

Theme

Implementation method

08

1 D

Implementation method
・Asynchronous connection using free external website,
creating a space for exchange with students from a U.S.
university.
・Free-style opinion exchanges, including video uploads.

Learning outcomes
・Cultivating cross-cultural understanding and communication
skills by exchanging opinions from different perspectives –an experience students are typically not able to gain within
university classes.

Sophia University × University of Shizuoka
1 C[Sophia] Nursing Research for Graduation (Department of Nursing)[Shizuoka] Practice in Nursing Focus : Global Health Nursing (School of Nursing)

Theme
Health Promotion for Nursing Students

Implementation method
Student presentations through synchronous connection
via Zoom and opinion exchange via Jamboard between
two universities in Japan and three overseas
universities (U.S., Mongolia and Thailand)

Learning outcomes・Students from each country deepened their international
understanding by getting chances to give student-led
presentations in English and exchanging opinions on
similarities and differences among their countries.
・Frequent and continuous collaboration lead to creating amore in-depth COIL planning. Faculty collaborated witheach other to prepare pre- and post- questionnaires andcertificates for participants of the five universities. COIL wasdone effectively, possibility leading to potential researchcollaboration in the future.

09

Model Cases: COIL Classes at Each University

Course types
1 Specialized Course
2 Language and Communication
3 Others

Partner types
A Within JapanB Both universities using a foreign language (same language level)
C One university in its native language (with language level difference)
D One university in its native language (same language level)

Ochanomizu University
1 C Course: Globalization and Language Education I

1 D Course: Kinesiology

3 D Short-Term Training (Global Education Center)

Theme

Theme

Theme

Reconsidering peace education: Focusing on World War II andJapan-U.S. relations

Dance

International Communication, STEM

Implementation method

Implementation method(Global Studies for Intercultural Cooperation)

Implementation method
Six synchronous joint classes with Vassar College in the U.S. via
Zoom, four lectures, and a four-day seminar after preparation
between Japanese and U.S. student buddies.

Learning outcomes・Deepening knowledge of the theme through multiple
connections and lectures.
・Fostering independence by allowing students to take thelead in planning.
・By giving presentations in each other’s language, thestudents were able to teach each other, improve theirlanguage skills, and develop trust in each other.

(Performing Arts Dance and Dance Education)

Lectures and practical workshops by invited non-Japanese
instructors.

Learning outcomes・Successful practical skills exchange with overseas partner
universities was done through online guidance by local
instructors.
・The latest expertise in the field of kinesiology from overseas
was shared.
・In addition to the lectures, students had exchanges byanswering online quizzes about basic kinesiology-relatedscience.

・Joint planning with a U.S. university.
・Synchronous classes via Zoom, asynchronous classes via alearning management system, and discussions with U.S.
university students.

Learning outcomes・Deepened knowledge of social and cultural trends, science,and technology in the U.S.
・Increased specialized English vocabulary.
・Strengthened literacy and discussion skills.
・Expanded knowledge of future career choices.

Sophia University×
Ochanomizu University×
University of Shizuoka×
Gonzaga University(U.S.)1 A C
Collaborative program withthree Japanese universities +Gonzaga University (U.S.)
Theme
Gender issues, Diversity and Inclusive leadership

Implementation method

University of Shizuoka
1 C Course: Advanced Biometrics and Molecular
Analysis/Advanced Medical Pharmacy(Graduate School of Integrated
Pharmaceutical and Nutritional Sciences)

Theme
Biomedical simulation, etc.

Implementation method
・COIL in science fields in graduate school.
・Synchronous connection by inviting faculty members fromoverseas universities as guest speakers.

Learning outcomes
Ample opportunities to gain an impression of working
overseas through the lecture by a Japanese researcher who isactive on the global front lines of science, and to learn about
studying and conducting research abroad in the Q&A session.

10

1 A

Course: College Japanese A(School of International Relations)

2 A

Course: English Communication(Language and Communication Research Center)

Theme

Theme

Exchanges with classes for international students at Japanese
universities

Exchange of opinions in English among Japanese students
studying in different fields

Implementation method

Implementation method

・Practice of “domestic COIL” and “Japanese language COIL,”
which is rare for COIL.
・Students from the University of Shizuoka commented on
poster presentations with audio explanations, partnering withstudents who are studying abroad at universities in Japan.
・Students used only the Japanese language, without using
any English at all.

Learning outcomes・A stimulating and beneficial experience for students who do
not have many opportunities to interact with a variety ofinternational students in campus activities.

・Practice of “domestic COIL” by selecting a domestic
university as a partner.
・Students uploaded video speeches in English to the video
tool “Flipgrid,” and received comments on-demand in English
from group members at the partner university.

Learning outcomes
Providing opportunities for students to enhance their English
communication skills and experience the excitement ofcommunicating with others.

・A program combining domestic COIL by Sophia
University, Ochanomizu University, and the
University of Shizuoka, and COIL + virtual
short-term study abroad with Gonzaga University
in the U.S.
・Faculty members from the three domestic
universities took turns giving three lectures anddiscussions on various issues of society andgender in Japan, South Korea, and Asia, andstudents jointly presented their learning
outcomes.
・Synchronous participation in a lecture on gender,
diversity, and leadership at Gonzaga University,and implementation of COIL by the four
universities.
・During spring break, students attended Gonzaga
University’s online short-term study abroad
program entitled “Inclusive Leadership:
Creating Cultures of Innovation, Engagement,
and Belonging” ; intensive study of an overview
of U.S. society, gender, diversity, and inclusive
leadership.

Learning outcomes・Deepening understanding of diversity and genderissues in Japan and Asia through domestic COIL,
and fostering of multidisciplinary perspectives
including international approaches through COIL
with the U.S.
・With prior learning from the COIL lectures,students were able to gain basic knowledge forparticipating in the short-term study abroad
program, as well as a connection and approach to
study with the U.S. university.

11Section 2.

Once You Decide to Introduce COIL

Format of Implementation and Examples of Tools and Apps

Preparations

SYNCHRONOUS

Discussion with partners (faculty and admin staff of overseas university)● Think about the benefits for the partner implementing COIL with a Japanese university.
● Confirm that you and your partner share common class objectives.
If not, share each other’s goals and find a common ground for a smooth collaboration.
● Visualize the benefits of COIL implementation for each other.
● Discuss the possibility of collaboration other than COIL, such as joint research.

ZOOM(BREAKOUT ROOMS,CHAT)GOOGLE MEETZOOMGOOGLE DOCS

IN-CLASS
OUT-OF-CLASS

Key points to consider● Semester schedule* and timetable*Check each other’s academic calendar.
● Number of times and the hours* COIL is conducted, online tools and apps
*60-90 minutes is common for synchronous COIL in consideration of timetables and students’concentration span.
● Number of students* participating in COIL, suitability of group work
*Number of students per group and how to divide the group, language to use, availability of TA or facilitator.

LMS (MOODLE)

SNS (LINE)

PADLET

EMAIL

ASYNCHRONOUS

What to be confirmed by each university● ICT environment of the classroom, regular class format (online only or Hy-flex)

EFFICIENT ONLINE TOOLS AND APPS BASED ON OBJECTIVES
Objectives

COIL implementation format
Interactive

01 Synchronous
During class hours, students
connect with classes atoverseas universities for joint
lectures, group work,
discussions, etc.
(e.g. Students listen to lectures
given by faculty members ofoverseas universities andreceive instruction throughQ&A sessions, etc.)

1202

Asynchronous

Collaborating with courses atoverseas universities such as
by exchanging video lecturesby each university’s faculty
member, exchanging student
presentations, and interacting
using social media and online
chat tools.

01 ＋ 02
Combination of synchronousand asynchronous formats.

communication(may be between
more than two places)

Collaborative work

Video streaming

Uses in Classes

Tools and Apps

Synchronous collaboration throughZoom, Skype, WebEx,chat, calls, etc.

social media (Facebook, LINE, etc.)

online video conference,

Communication via
online platform

Sharing files online,

creating blogs and websites
Streaming video

content for classes, etc.

Google Meet,

Padlet, Canvas, Moodle Chatwork,
Google Classroom,social media (Facebook, LINE, etc.)
Google Docs, Dropbox,

WordPress, social media
YouTube, Google Drive, EZvid

13

Syllabus

Implementation and Evaluation

Syllabus (information for students)● Share the syllabi with partner faculty to confirm each other’s objectives for COIL implementation.
● Notify students of COIL implementation in the course before they register for the course.
*However, depending on the progress of the COIL planning, this may not apply to all the syllabi.

Implementation● If there is a difference in the language level of the students among the universities, it is recommended
to utilize both synchronous and asynchronous connections, not limited to either one.
(e.g.) - Asynchronous COIL could be easier than synchronous for Japanese students whose
native language is not English, to communicate with native speakers.
- Both universities should consider asynchronous connection if there is a time difference.

Sample note for syllabus
Japanese
一部の授業では、米国等の海外大学とのCOIL（オンライン上の非同期または同時双方型授業）を実施
する（3-5回予定）。
米国○○○大学とのオンライン上での交流のため、語学に自信の無い者は自分の関心分野の用語を中心に自習する必要がある。COILとしてICT機器を使ったアクティビティをオンライン上で多く行うため、Before synchronous exchanges● Both universities’ students watch each other's introduction videos prepared in advance, using
an online platform for asynchronous exchange.
● If students at overseas universities use their native language, provide opportunities to remind them of
the existence of languages other than their native language (e.g. introducing Japanese to students in
the United States).
● Encourage students in advance for out-of-class interaction.

PCやタブレットなどが活用できるよう準備し、各自グループワークなどに積極的に参加することが求められる。COIL内でのアクティビティは録画して海外大学に共有されることがある。
EnglishThis course will at tempt using Collaborative Online International Learning (COIL)
based on real-time communication during the classes. Students’ presentations will berecorded and send to par tner universities and receive feedbacks on videos.
Students are required to at tend the Zoom meetings and will be responsible forparticipating group discussions, virtual fieldworks, COIL and problem-solving exercises.

During synchronous exchanges (also see P17)
● Assign a TA (preferably close age to the students) as a facilitator and supervisor for each group.
● For zoom, faculty members do not participate in the breakout rooms to provide a place wherestudents can have free discussions without feeling pressured (teachers do not necessarily needto monitor the students).
● To communicate with students from the overseas university, use chat functions and other methods
to share the text Japanese students write in Japanese using online translation apps like Google
translation.

Evaluation● Clearly quantify the evaluation weight of COIL within the course (e.g. 30% of the class evaluation,
number of assignments related to the COIL classes, etc.) and notify students of this in advance.
● Evaluate students based on their reaction papers after experiencing COIL.
● COIL conducted multiple times over a long period of time enables better evaluation of students’acquisition of the learning outcomes, rather than being a one-time event in a class.

14

15

Useful□ Icebreaking● When dividing into groups, Japanese students shouldhave their own icebreaking in advance of COIL.

Tips

for COIL

・Take time to allow students to get to know each other and break the boundaries for others andgain skills to speak up.

・Break down hierarchical relationships based on the year of students (e.g. calling by nickname).
・Have students speak as individuals instead of calling themselves as one group like “WeJapanese are.”● As a pre-lecture, give students in Japan and overseas
the opportunities to learn about each other ’s culture before
implementing COIL.
・ Understand the cultural background and characteristics.

・ Learn cultural psychology and cross-cultural communication perspectives.

□ Facilitation● For synchronous COIL, the class often proceeds in the following steps:
1) lecture by the faculty in charge of the class⇒2) group work (breakout room for Zoom) ⇒3) debriefing.
● A faculty member acts as a facilitator.

(e.g.) In the case of American universities:

・As an observer during group work, or as an adviser in the main room, ask supporting questions to・ Students are trained to be assertive (to express whatgroups where the discussion is not going well.

they feel without worrying about the opinions of others).

・During debriefing, raise issues and allow as many students as possible to speak up with equal

・ They interpret silence as “no opinion.”chances regardless of their group or university.

・ Difference in humor (use jokes to soften the situation).

・Summarize the comments of the students to lead them to the learning objectives targeted by COIL.

● Assign a TA to each group as a facilitator and a supervisor.
● When students with COIL experiences are in the class, assign them to□ Team Building● When dividing students into groups, consider
department (major), year of student, gender,
overseas experience, language ability, etc.
● Introduce an online platform for group work.
(e.g. Google Drive, WhatsApp, LINE)● When students are not cooperative in group
work, there may be differences in learning
outcomes among groups. Consider setting
a common goal and assignments to avoid
unfairness among students.

16

each group and have them act as a facilitator within the group.

・・・・・?
?
?

・・・・・・・!

?

17

01

04

Does COIL need to be synchronous?
Not necessarily. While there are learning experiences that can only be gained throughsynchronous (real-time) exchanges, there are also many asynchronous exchanges

Are there any restrictions on

The text-based exchange actually makes it easier for students who are not confident

faculties or departments?

that are practiced due to time differences and other reasons.
about their own language skills to interact smoothly.

There are no restrictions. Any academic field is welcome to incorporate[Examples of asynchronous exchanges]

COIL. The range of faculties and departments with COIL experiences is- Sharing of pre-recorded videos.

expanding every year. Please refer to this guidebook and consider- Exchanges using social media.

conducting COIL.

- Use of threads and bulletin boards such as Padlet, etc.

FAQ

02
How can I find a COIL partner?
If there are faculty members at other universities withwhom you already have a contact with, it is fine todirectly consult with them. If you are unable to find apartner, please contact the admin office at each

university. Assistance will be provided in matchingwith a faculty member at a partner university.

Please consult the designated admin office inadvance if you need to incur expenses for COIL

03

If you have any other

implementation, such as honoraria for partners.

Are there any rules on the frequencyof COIL implementation within a course?
No, there are no rules at all on the frequency or number of times COIL should be

implemented. It is fine to start with one session during the semester if you are incorporating

COIL in a course for the first time. Many faculty members implement it in one or two lectures

questions,05
Do the universities
provide any support

please consult with
the COIL administration
office at each university.
COIL introduction video is also available here:

for implementing COIL?
Yes. The following support is mainly
provided by the universities.

For details, please contact the designatedadmin office at each university.

・Matching support for partners

・Funds for COIL implementation
・Lending equipments

・Financial support for on-campus andexternal training

first. After that, please consider increasing the number depending on the structure andobjectives of the course.

18

19