Abstract
This study draws on a four-year cross-cultural pedagogical initiative between higher education institutions in Oman and New Zealand. Our findings reaffirm the pedagogical value of collaborative online international learning (COIL) in fostering cross-cultural engagement and better learning outcomes in the context of Middle East Politics courses; however, COIL initiatives are difficult to establish and maintain. We argue that the institutional and logistical constraints frequently encountered in standard institutionalized COIL partnerships can be overcome through an asymmetrical COIL model where one institution acts as a curricular hub while students from others participate voluntarily as part of an incentivized extra-curricular activity.