The use of international collaborative online learning methodology in a medical course – a learning experience




Learning, Teaching, Medical Education, Covid-19 pandemic, Education, Distance, Interdisciplinary Research


INTRODUCTION: The Collaborative Online International Learning (COIL) methodology uses a strategy called “Mirror classroom”, where two or more teachers and students from different teaching institutions can share a course through the use of technological tools. The rise of the COIL methodology increased due to the COVID-19 pandemic, once Higher Education Institutions had to develop support strategies in digital formats to give continuity to the academic mobility processes. OBJECTIVE: The objective of this article is to present the COIL strategy as a hybrid education method that facilitates learning and peer interaction in a class at the Faculty of Medicine of a University in Colombia. METHODOLOGY: For the realization of the collaborative experience, the students with their groups must carry out a bibliographical search in databases (PubMed, Science Direct, and Embase) related to the topic under discussion related to genes, nutrition, and obesity. Based on the information they compiled, they will have to create a creative infographic where they will expose the importance of genetic expression and its relationship to the obesity process. Finally, make a video exposing the results of the research carried out. CONCLUSION: The international collaborative work methodology is an educational strategy that allows the development of soft skills in students and teachers, and the development of teamwork skills, among many others. This type of education allows interpersonal relationships with people who have different locations worldwide.


Download data is not yet available.


(1) Adell J, Castañeda L. Las pedagogías escolares emergentes. Cuad. Pedagog [Internet]. 2015;462. Available from:

(2) Gaytán-Oyarzun JC, Cravioto-Torres R, Mendoza-Meza EY, Ortiz-Zarco E. Implementation of the COIL methodology, as a strategy to enhance the teaching-learning process and academic and student mobility in the virtual mode. Revista de Innovación y Buenas Prácticas Docentes. 2022;11(1):141-49.

(3) Pérez MAC, Vinueza MAP, Yupangui HRA, Parra ADA. Information and Communication Technologies (TIC) as an interdisciplinary research with an intercultural approach to the process of student training. E-Ciencias de la Información. 2019;9(1):44-59.

(4) Rubin J. Embedding Collaborative Online International Learning (COIL) at higher education institutions. Internationalisation of Higher Education [Internet]. 2017;2:27-44. Available from:

(5) Castro AB, Dyba N, Cortez ED, Benito GG. Collaborative Online International Learning to Prepare Students for Multicultural Work Environments. Nurse Educ. 2019;44(4):E1-E5.

(6) University of Washington Bothell. Resources for developing a COIL-enhanced course or program. COIL Resources [Internet]. Available from:

(7) Naicker A, Singh E, Genugten T. Collaborative Online International Learning (COIL): Preparedness and experiences of South African students. Innov Educ Teach Int. 2022;59(5):499-510.

(8) Skagen D, McCollum B, Morsch L, Shokoples B. Developing communication confidence and professional identity in chemistry through international online collaborative learning. Chem Educ Res Pract. 2018;19(2):567-82.

(9) Western Sydney University. Collaborative Online International Learning [Internet]. Australia: Western Sydney University; 2020. Available from:





Experience Reports

How to Cite

The use of international collaborative online learning methodology in a medical course – a learning experience . (2023). International Journal of Education and Health, 7, e4974.

Most read articles by the same author(s)