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<p>Using a mixed-methods approach, this study examines the relationship between personality traits, attitudes toward collaborative learning, and cultural intelligence in Collaborative Online International Learning (COIL) at individual, group, and within-group levels. It also explores how group composition and attitudes toward intercultural collaboration impact students’ cultural intelligence. The study includes 84 students from two universities, one located in the Netherlands and one located in the United Kingdom. Quantitative data from the Cultural Intelligence Scale (CQS), Big Five Inventory (BFI-2-XS), and Students’ Appraisals of Group Assignments (SAGA) were collected to measure cultural intelligence, personality traits, and attitudes toward collaborative learning group work. Additionally, qualitative data were gathered from student reflection reports and focus groups to provide deeper insights into their experiences. Findings show that personality traits such as conscientiousness, negative emotionality, and open-mindedness, along with attitudes toward collaborative learning, significantly predict cultural intelligence. Course design, including group composition, assessment, and attendance, also influence intercultural learning outcomes. These insights can help educators improve COIL course design for enhanced intercultural learning experiences.</p>

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The significance of personality traits, collaborative attitudes, and group composition during collaborative online international learning (COIL): a mixed methods study

  • 期刊论文

  • 发表日期：

    2025年12月10日

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  • Simone Hackett,
  • Jeroen Janssen,
  • Jan van Tartwijk

摘要

Using a mixed-methods approach, this study examines the relationship between personality traits, attitudes toward collaborative learning, and cultural intelligence in Collaborative Online International Learning (COIL) at individual, group, and within-group levels. It also explores how group composition and attitudes toward intercultural collaboration impact students’ cultural intelligence. The study includes 84 students from two universities, one located in the Netherlands and one located in the United Kingdom. Quantitative data from the Cultural Intelligence Scale (CQS), Big Five Inventory (BFI-2-XS), and Students’ Appraisals of Group Assignments (SAGA) were collected to measure cultural intelligence, personality traits, and attitudes toward collaborative learning group work. Additionally, qualitative data were gathered from student reflection reports and focus groups to provide deeper insights into their experiences. Findings show that personality traits such as conscientiousness, negative emotionality, and open-mindedness, along with attitudes toward collaborative learning, significantly predict cultural intelligence. Course design, including group composition, assessment, and attendance, also influence intercultural learning outcomes. These insights can help educators improve COIL course design for enhanced intercultural learning experiences.