Abstract

Introduction: It is in the interest of higher education institutions that future students develop transversal for their professional performance. Due to the complex and multifactorial structure of collaborative online international learning, the aim of the study was to find out what competencies can be developed through participation in collaborative online international learning activities and what are the characteristics of these competencies. Material and methods: Qualitative study of students' perception of collaborative online international learning activities using discourse content analysis. Thirty-five students of speech therapy participated, 23 from the National University of Córdoba (Argentina) and 12 from the Catholic University of Temuco (Chile). In each of the 6 educational activities, a question was asked about the perception of the students regarding the development of transversal in the activity. Results: 210 responses were collected and eight categories were obtained: valuation of diversity and difference, intercultural and technical communication, intercultural professional exchange, self-confidence, training and personal development, significant learning, collaborative work and extended effect. The competencies were analyzed by associating them with the Tuning project. Conclusion: Collaborative online international learning activities, due to the use of collaborative intercultural learning, would allow the development of 9 Tuning project competencies, associated with intercultural competence, collaborative work, disciplinary professional learning and self-efficacy. The results are discussed with comparable findings from other studies. The collaborative online international learning strategy, due to its low cost and high execution opportunity, would allow increasing the possibilities of internationalization experiences and the development of transversal skills relevant to current higher education.