In 2021, the Dutch Ministry of Education launched a financial incentive to promote virtual international student collaboration projects, known as Virtual Exchange or Collaborative Online International Learning (COIL). The scheme encouraged educational developers’ involvement in COIL design, although their role in international education is not well understood. This case study explores COIL collaboration among lecturers, an educational developer, and a student coach at a Dutch university of applied sciences. Findings reveal that while the educational developer improved constructive alignment within COIL practices, there is a lack of alignment with broader curriculum internationalisation. Moreover, the collaborative learning aspect in COIL was largely implicit; lecturers lacked familiarity with collaborative learning design and it was unclear whose responsibility it was to address this.
Louw et al. (Tue,) studied this question.