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The internationalisation of Higher Education Institutions (HEI) can occur across borders and at home. In recent years, the option for virtual mobility or collaborative online international learning (COIL) has been gaining special relevance. COIL "encompasses projects based on the involvement of teachers and students with different geographical, language and cultural backgrounds, for the development of collaborative teaching and learning processes using online communication tools" [1], thus facilitating not only the consolidation of technical skills, but also of transversal skills. This article describes a COIL project that took place between March and June 2021, involving 26 students from the degree in Office Management and Business Communication (OMBC) of the University of Aveiro (Portugal) and the degree in Public Relations and Executive Secretariat (PRES) of the Public University of Cape Verde. The project, entitled "Communication tools in the context of job search in Portuguese-speaking markets: Portugal and Cape Verde", was streamlined in a context of competences aggregation between disciplines in the area of Portuguese and Computer Science, with the participation of 5 teachers. Each student selected a job offer in the partner country and produced a multiformat CV (digital support and video CV), adapting it to a situation of applying for real job opportunities. The project included familiarisation sessions, open classes regarding the labour market in both countries, extra class meetings between students and moments (in class and extra-class) to follow up the work in progress. After the end of the project, a questionnaire was applied to the students involved, and 24 answers were obtained: 13 from Portugal (all participants) and 11 from Cape Verde (out of 13 possible). The respondents indicated curiosity, the possibility of meeting new cultures/people and acquiring new knowledge as factors that motivated them to participate in this COIL project. Overall, participants were very satisfied with the development of this project. The answers obtained also made it possible to identify the most and least positive aspects in the implementation of the project, to find out the technical and transversal skills developed from this experience, and to list the communication tools/digital tools that the students used the most. published

The notion of virtual mobility has gained prominence not only in the field of distance education. Virtual mobility is entrenched in the idea to enable students to exchange and collaborate with teachers and fellow students from other countries by the means of the latest information and communication technologies (ICT). In this paper, we argue that especially non-traditional students regularly found in distance education can benefit from virtual mobility as they are normally omitted from regular exchange programs. However, hitherto there is little empirical data about how to best implement virtual mobility in courses in distance education. We therefore present our own experiences with developing a university course which implemented virtual mobility. The course brings together students from two Master programmes in Finland and Germany. We used the ADDIE model which allowed us to tailormade the course striving to enhance the learning experience of the students. Seamless learning, problem-based learning and peer-assessment were implemented as activities to spur the students’ interaction and thereby enriching their experience with virtual mobility. The results of our evaluation are twofold. First, students indicate a high level of satisfaction with the instructional course design, the different activities and the collaboration with fellow students from abroad. Second, the results suggest that students need additional assistance as well as skill improvement and training to be able to perform eLearning. In a nutshell, the ADDIE model proved to be valuable for instructional course design by allowing testing and evaluating the merits and risks of a course with virtual mobility.