This opening article for the Special Issue entitled Virtual Exchange and the Development of Transferable Skills: A Review of Practices Across Disciplines is setting out the current global workplace context, and discusses how Virtual Exchange and Task-Based Language Teaching can play their part in developing transferable skills and boosting participants’ employability.
{"title":"Developing transferable skills in virtual exchange","authors":"Robert O'Dowd","doi":"10.21827/jve.6.41362","DOIUrl":"https://doi.org/10.21827/jve.6.41362","url":null,"abstract":"This opening article for the Special Issue entitled Virtual Exchange and the Development of Transferable Skills: A Review of Practices Across Disciplines is setting out the current global workplace context, and discusses how Virtual Exchange and Task-Based Language Teaching can play their part in developing transferable skills and boosting participants’ employability.","PeriodicalId":107205,"journal":{"name":"Journal of Virtual Exchange","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138949623","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This practice report presents the use of Virtual Exchange (VE) (O’Dowd, 2018) and Challenge-Based Learning (CBL) (Gallagher & Savage, 2020) as a means to enhance an Internationalisation at Home (IaH) (Beelen & Jones, 2015) experiment. The present study focuses on the “Virtual Environmental Challenge” (VEC) which brought together 10 different universities from 7 different countries, in the context of an Erasmus+ project. Now in its third iteration, the VE is focusing on the VEC in tandem with Challenge-Based Learning. The CBL approach can be considered as Project-Based Learning (PBL) (Fleming, 2002) with the students in charge of defining their own project. Explaining the conceptual framework of CBL allowed for the transmission and communication of the complex elements of the VEC in an easy to understand format. This article reports back on the experience, feedback and learning experiences of the VEC in order to map out the future perspectives of the project. The contribution of this report is to ground CBL as a pedagogical new approach in the form of experiential learning (Kolb, 2015). This report also aims to inform practitioners about the value of VE, CBL, and IaH focused projects and the rewards these projects can bring.
{"title":"Combining virtual exchange with challenge-based learning: the experience of the “Virtual Environmental Challenge”","authors":"Christine Evain, Michael Moore, Spencer Hawkridge","doi":"10.21827/jve.6.39198","DOIUrl":"https://doi.org/10.21827/jve.6.39198","url":null,"abstract":"This practice report presents the use of Virtual Exchange (VE) (O’Dowd, 2018) and Challenge-Based Learning (CBL) (Gallagher & Savage, 2020) as a means to enhance an Internationalisation at Home (IaH) (Beelen & Jones, 2015) experiment. The present study focuses on the “Virtual Environmental Challenge” (VEC) which brought together 10 different universities from 7 different countries, in the context of an Erasmus+ project. Now in its third iteration, the VE is focusing on the VEC in tandem with Challenge-Based Learning. The CBL approach can be considered as Project-Based Learning (PBL) (Fleming, 2002) with the students in charge of defining their own project. Explaining the conceptual framework of CBL allowed for the transmission and communication of the complex elements of the VEC in an easy to understand format. This article reports back on the experience, feedback and learning experiences of the VEC in order to map out the future perspectives of the project. The contribution of this report is to ground CBL as a pedagogical new approach in the form of experiential learning (Kolb, 2015). This report also aims to inform practitioners about the value of VE, CBL, and IaH focused projects and the rewards these projects can bring.","PeriodicalId":107205,"journal":{"name":"Journal of Virtual Exchange","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138948754","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
H. Appel, María Cristina Martínez-Fernández, Elena Fernández-Martínez
Collaborative International Online Learning (COIL) provides students meaningful and valuable engagement with students in another country to reach the goals of academic programs at the participating institutions. The strategy has demonstrated benefits for nursing students, including the acquisition of self-awareness, empathy, cultural humility, and leadership skills. The aim of this study was to share the results of the partnership in a COIL project using digital technology between a university in the United States and a university in Spain. The goals of this collaboration were twofold: to expose students in the U.S. and Spain to an international experience on mental health and to provide a comparative view of their respective health care systems. The chosen technique focuses on perceptions of mental health and how mental health care is delivered in clinical settings. A total of 166 students took part in this experience. The virtual exchange allowed students and faculty to share best practices in caring for people with mental illness. Nursing students providing care to COVID-19 patients reflected on lessons learned during the pandemic and its impact on community mental health. Small group activities such as icebreakers, homework assignments, and reflections were used to share and compare experiences. Students completed COIL surveys, which demonstrated that students from both countries perceived learning gains using evidence-based best practices related to key nursing concepts in a mutually respectful virtual exchange. The results show a perceived increase in the comprehension of mental health-related content and enhancement of clinical practice. Therefore, the COIL methodology is a feasible option as it allows for an intercultural exchange with an in-depth examination of content from the learners and teaching perspectives. In addition, it prepares students to work in international teams virtually.
{"title":"Implementation of COIL in mental health education: Outcomes of a collaboration between Spain and the United States nursing students","authors":"H. Appel, María Cristina Martínez-Fernández, Elena Fernández-Martínez","doi":"10.21827/jve.6.39836","DOIUrl":"https://doi.org/10.21827/jve.6.39836","url":null,"abstract":"Collaborative International Online Learning (COIL) provides students meaningful and valuable engagement with students in another country to reach the goals of academic programs at the participating institutions. The strategy has demonstrated benefits for nursing students, including the acquisition of self-awareness, empathy, cultural humility, and leadership skills. The aim of this study was to share the results of the partnership in a COIL project using digital technology between a university in the United States and a university in Spain. The goals of this collaboration were twofold: to expose students in the U.S. and Spain to an international experience on mental health and to provide a comparative view of their respective health care systems. The chosen technique focuses on perceptions of mental health and how mental health care is delivered in clinical settings. A total of 166 students took part in this experience. The virtual exchange allowed students and faculty to share best practices in caring for people with mental illness. Nursing students providing care to COVID-19 patients reflected on lessons learned during the pandemic and its impact on community mental health. Small group activities such as icebreakers, homework assignments, and reflections were used to share and compare experiences. Students completed COIL surveys, which demonstrated that students from both countries perceived learning gains using evidence-based best practices related to key nursing concepts in a mutually respectful virtual exchange. The results show a perceived increase in the comprehension of mental health-related content and enhancement of clinical practice. Therefore, the COIL methodology is a feasible option as it allows for an intercultural exchange with an in-depth examination of content from the learners and teaching perspectives. In addition, it prepares students to work in international teams virtually.","PeriodicalId":107205,"journal":{"name":"Journal of Virtual Exchange","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138953326","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This practice report describes a Virtual Exchange (VE), Collaborative Online International Learning (COIL) experience (US and Spain) titled Identity Matters: Culture, Ethnicity, and Race in Literature. It describes the formation of students’ individual and communal identities in the virtual literary classroom. The Spanish students were perusing a BA in English Studies, and the American students were studying various Arts and Sciences BA degrees. Both courses were based in American English literature, so this VE course was conducted in English because the Spanish students were required to do their coursework in English. Students read American short stories/poems about the identities of American/American immigrant characters from different racial backgrounds: African American, Indigenous, Asian, and Latinx. The texts portrayed characters dealing with identity crises: racial, ethnic, and types of discrimination in contemporary American society. Students were prompted to discuss their individual identities and, when placed in a group, their communal identities with identity charts, in relation to the characters’ identities and discriminatory experiences. However, although some students discussed race (social/biocultural construct) in their individual charts, racial cognizance was missing in the group charts and they discussed differences in terms of ethnicity (national/cultural: ancestry, language, beliefs). Additionally, because of these results, we believe that intercultural communication in VE should create/provide a space for race cognizance, among international identities, to better understand the different contexts of stereotypes, prejudices, racism, and/or discrimination experiences that make up all identities participating in VE. We therefore suggest Kimberlé Crenshaw’s Intersectionality Theory and Urie Bronfenbrenner’s Ecological Systems Theory are possible building-block solutions to this dilemma.
本实践报告介绍了虚拟交流（VE）、协作式在线国际学习（COIL）的经验（美国和西班 牙），题为 "身份问题"：文学中的文化、民族和种族。它描述了学生在虚拟文学课堂中形成的个人和集体身份。西班牙学生正在攻读英语研究学士学位，美国学生正在攻读各种文理学士学位。这两门课程都以美国英语文学为基础，所以这门 VE 课程是用英语进行的，因为西班牙学生必须用英语完成课业。学生们阅读了关于不同种族背景的美国/美国移民人物身份的美国短篇小说/诗歌：美国黑人、土著人、亚洲人和拉美人。这些文章描写了人物在当代美国社会中面临的身份危机：种族、民族和各种类型的歧视。学生们被要求结合人物的身份和歧视经历，讨论他们的个人身份，并在小组中通过身份图表讨论他们的集体身份。然而，尽管一些学生在个人图表中讨论了种族（社会/生物文化建构），但在小组图表中却缺乏种族认知，他们讨论的是民族（民族/文化：祖先、语言、信仰）方面的差异。此外，由于这些结果，我们认为虚拟教育中的跨文化交流应为国际身份之间的种族认知创造/提供一个空间，以更好地了解构成参与虚拟教育的所有身份的陈规定型观念、偏见、种族主义和/或歧视经历的不同背景。因此，我们建议金伯利-克伦肖（Kimberlé Crenshaw）的交叉性理论（Intersectionality Theory）和尤里-布朗芬布伦纳（Urie Bronfenbrenner）的生态系统论（Ecological Systems Theory）是解决这一难题的可能基石。
{"title":"Identity, racial cognizance, and intercultural competence: Students’ collective identities in the virtual literary classroom","authors":"Sharmain Van Blommestein, A. Bellot","doi":"10.21827/jve.6.39860","DOIUrl":"https://doi.org/10.21827/jve.6.39860","url":null,"abstract":"This practice report describes a Virtual Exchange (VE), Collaborative Online International Learning (COIL) experience (US and Spain) titled Identity Matters: Culture, Ethnicity, and Race in Literature. It describes the formation of students’ individual and communal identities in the virtual literary classroom. The Spanish students were perusing a BA in English Studies, and the American students were studying various Arts and Sciences BA degrees. Both courses were based in American English literature, so this VE course was conducted in English because the Spanish students were required to do their coursework in English. Students read American short stories/poems about the identities of American/American immigrant characters from different racial backgrounds: African American, Indigenous, Asian, and Latinx. The texts portrayed characters dealing with identity crises: racial, ethnic, and types of discrimination in contemporary American society. Students were prompted to discuss their individual identities and, when placed in a group, their communal identities with identity charts, in relation to the characters’ identities and discriminatory experiences. However, although some students discussed race (social/biocultural construct) in their individual charts, racial cognizance was missing in the group charts and they discussed differences in terms of ethnicity (national/cultural: ancestry, language, beliefs). Additionally, because of these results, we believe that intercultural communication in VE should create/provide a space for race cognizance, among international identities, to better understand the different contexts of stereotypes, prejudices, racism, and/or discrimination experiences that make up all identities participating in VE. We therefore suggest Kimberlé Crenshaw’s Intersectionality Theory and Urie Bronfenbrenner’s Ecological Systems Theory are possible building-block solutions to this dilemma.\u0000 ","PeriodicalId":107205,"journal":{"name":"Journal of Virtual Exchange","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138951760","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Lucía Pintado Gutiérrez, Begoña F. Gutiérrez, Inmaculada Gómez Soler
In the context of foreign language education (FLE), virtual exchanges (VE) involving videoconferencing are becoming an increasingly widespread practice. It is to be expected that students face challenges as they may not have developed the skills necessary to successfully carry out these types of online intercultural interactions naturally. In order for them to get the most out of the collaborative learning experience, teachers must engage in the process of teaching students how to do so. With this in mind, this case study analyses the impact that VE teachers’ mentoring had on the development of students’ videoconferencing skills by conducting a qualitative content analysis of pre- and post-intervention videoconference recordings, as well as students’ reflections in their personal portfolios. Despite the limitations identified, the results of this study point to the importance of providing adequate videoconferencing mentoring to improve the VE learning experience and its learning outcomes.
在外语教育（FLE）中，涉及视频会议的虚拟交流（VE）正变得越来越普遍。可以预见，学生们将面临挑战，因为他们可能还没有掌握成功自然地进行这类在线跨文化互动所需的技能。为了让他们从协作学习体验中获得最大收益，教师必须参与到指导学生如何协作学习的过程中。有鉴于此，本案例研究通过对干预前后的视频会议记录以及学生在个人档案中的反思进行定性内容分析，分析了 VE 教师的指导对学生视频会议技能发展的影响。尽管发现了一些局限性，但本研究的结果表明，提供充分的视频会议指导对于改善 VE 学习体验及其学习成果非常重要。
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E. Byker, Benjamin Ade-Thurow, Florence Martin, Mahita Sadula
The purpose of this practice report is to describe a Global Networked Learning (GNL) that unfolded among a cohort of 54 University students (n=54) in Germany and the United States. There were 28 students from Germany and 26 students from the United States who participated in the international virtual exchange. A GNL is a collaborative, international online approach to help students and instructors from universities around the world to participate in a learning exchange and the creation of knowledge through project-based learning. The GNL project centered around crafting an engaging multimedia presentation about regions called a Global Competency Virtual Odyssey (GCVO). The focus of the GCVO was on regions in Germany and the United States. The GNL project was implemented over a an eight-week period. The students collaborated via four synchronous Zoom sessions with further collaboration happening over WhatsApp. The report describes the features of the GNL project and the collaborative process of creating and presenting the GCVOs. The article could be relevant to readers as it offers an explanation how to implement a GNL project. The report concludes with a discussion of the students’ perceptions of creating and presenting their GCVOs as part of the GNL project.
{"title":"Engaging in an online odyssey: Globally Networked Learning among undergraduates in Germany and the US","authors":"E. Byker, Benjamin Ade-Thurow, Florence Martin, Mahita Sadula","doi":"10.21827/jve.6.40521","DOIUrl":"https://doi.org/10.21827/jve.6.40521","url":null,"abstract":"The purpose of this practice report is to describe a Global Networked Learning (GNL) that unfolded among a cohort of 54 University students (n=54) in Germany and the United States. There were 28 students from Germany and 26 students from the United States who participated in the international virtual exchange. A GNL is a collaborative, international online approach to help students and instructors from universities around the world to participate in a learning exchange and the creation of knowledge through project-based learning. The GNL project centered around crafting an engaging multimedia presentation about regions called a Global Competency Virtual Odyssey (GCVO). The focus of the GCVO was on regions in Germany and the United States. The GNL project was implemented over a an eight-week period. The students collaborated via four synchronous Zoom sessions with further collaboration happening over WhatsApp. The report describes the features of the GNL project and the collaborative process of creating and presenting the GCVOs. The article could be relevant to readers as it offers an explanation how to implement a GNL project. The report concludes with a discussion of the students’ perceptions of creating and presenting their GCVOs as part of the GNL project.","PeriodicalId":107205,"journal":{"name":"Journal of Virtual Exchange","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139007091","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Little is known about characteristics and learning outcomes of virtual exchanges (VEs) designed for graduate and adult learners. VEs can offer novel experiences that disrupt, test, and refine learner understanding and practice of their profession (Kolb & Kolb, 2017). In contrast to younger students, adults typically hold more established understandings of their world and self, have focused learning goals, and often juggle multiple responsibilities that limit in-person international learning (e.g., Bergman, 2021; Jarvis, 2010; Merriam et al., 2007). Systematic literature procedures were used to examine four questions: What are the characteristics of VEs designed for graduate students? What are the learning goals, structures, and activities? What student outcomes are reported? And what insights about adult learner experiences in VE are identified? The review suggests there is a strong emphasis on professional preparation in graduate-level VE with particular attention to culture and collaboration. Limited information about students as adult learners was examined (e.g., their perspectives, preferences, and challenges). This article points to the need for more research, models, and instructional and curricular supports to realize the potential of VE for graduate and adult learners.
{"title":"Virtual exchange for graduate and adult learners: A literature review","authors":"Catherine Dunn Shiffman","doi":"10.21827/jve.6.39850","DOIUrl":"https://doi.org/10.21827/jve.6.39850","url":null,"abstract":"Little is known about characteristics and learning outcomes of virtual exchanges (VEs) designed for graduate and adult learners. VEs can offer novel experiences that disrupt, test, and refine learner understanding and practice of their profession (Kolb & Kolb, 2017). In contrast to younger students, adults typically hold more established understandings of their world and self, have focused learning goals, and often juggle multiple responsibilities that limit in-person international learning (e.g., Bergman, 2021; Jarvis, 2010; Merriam et al., 2007). Systematic literature procedures were used to examine four questions: What are the characteristics of VEs designed for graduate students? What are the learning goals, structures, and activities? What student outcomes are reported? And what insights about adult learner experiences in VE are identified? The review suggests there is a strong emphasis on professional preparation in graduate-level VE with particular attention to culture and collaboration. Limited information about students as adult learners was examined (e.g., their perspectives, preferences, and challenges). This article points to the need for more research, models, and instructional and curricular supports to realize the potential of VE for graduate and adult learners.","PeriodicalId":107205,"journal":{"name":"Journal of Virtual Exchange","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139009529","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Deborah Chicharro Alcántara, Ana Cristina Biondo Salomão, Gustavo Primo, M. T. Balastegui Martínez, V. M. de Vasconcelos Machado
Over the past years, internationalization has become the gold standard for most higher education institutions and strategies for internationalization at home have grown as a means to foster global learning. Virtual exchange (VE) as an internationalization at home strategy encompasses one of the most innovative teaching methodologies to provide students with an intercultural perspective in the subject area of their academic programs. A total of 158 veterinary students from a private university in Spain and a public university in Brazil participated in a COIL project based on veterinary anatomy and diagnostic imaging. The project’s primary objective was for students to leverage their diverse knowledge and backgrounds to collaboratively discuss a clinical case and create a scientific poster in small groups. This practice report aims to demonstrate the potential of VE in veterinary sciences by detailing the collaboration design and presenting students’ perspectives on their experiences. The results of a postcollaboration survey indicate that this methodology effectively stimulates students to engage globally and fosters their personal and professional development.
在过去的几年里，国际化已成为大多数高等教育机构的黄金标准，而国内国际化战略作为促进全球学习的一种手段也得到了发展。虚拟交流（VE）作为一种国内国际化战略，包含了一种最具创新性的教学方法，可为学生提供学术课程学科领域的跨文化视角。来自西班牙一所私立大学和巴西一所公立大学的 158 名兽医专业学生参加了基于兽医解剖学和影像诊断的 COIL 项目。该项目的主要目的是让学生们利用各自不同的知识和背景，以小组形式合作讨论一个临床病例并制作一份科学海报。本实践报告旨在通过详细介绍协作设计和学生对其经历的看法，展示 VE 在兽医科学中的潜力。合作后的调查结果显示，这种方法有效地激发了学生的全球参与意识，促进了他们的个人和专业发展。
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The article reports on the outcomes yielded by two different virtual exchanges conducted before and after the forced closures of academic institutions due to the COVID-19 pandemic in 2020. They were designed considering interests and motivations of Gen Z students (Seemiller & Grace, 2016) and aimed at including a Global Citizenship Education approach to deal with contemporary world challenges. The current article details these telecollaborations between two cohorts of a large private research university in Eastern North America and two large research state universities in the Southern part of North America and Western South America that were brought together to deepen their understanding on the migration phenomenon by performing collaborative tasks. Throughout these exchanges and at the conclusion of the courses, students reported common and divergent perspectives on issues discussed. Although there were more points of coincidence in their understanding of the phenomenon, when learners did not agree, they sought to see the other’s perspectives and strived to find common ground. Overall, the evaluation of these virtual exchanges was considered a beneficial and rewarding experience that not only made their learning easier but gave access to more global perspectives about the migration phenomenon. The terms virtual exchange and telecollaboration are treated synonymously.
{"title":"Capitalizing on Gen Z students’ interests and motivations to develop Global Citizenship Education in VEs","authors":"Mariadelaluz Matus-Mendoza","doi":"10.21827/jve.6.39859","DOIUrl":"https://doi.org/10.21827/jve.6.39859","url":null,"abstract":"The article reports on the outcomes yielded by two different virtual exchanges conducted before and after the forced closures of academic institutions due to the COVID-19 pandemic in 2020. They were designed considering interests and motivations of Gen Z students (Seemiller & Grace, 2016) and aimed at including a Global Citizenship Education approach to deal with contemporary world challenges. The current article details these telecollaborations between two cohorts of a large private research university in Eastern North America and two large research state universities in the Southern part of North America and Western South America that were brought together to deepen their understanding on the migration phenomenon by performing collaborative tasks. Throughout these exchanges and at the conclusion of the courses, students reported common and divergent perspectives on issues discussed. Although there were more points of coincidence in their understanding of the phenomenon, when learners did not agree, they sought to see the other’s perspectives and strived to find common ground. Overall, the evaluation of these virtual exchanges was considered a beneficial and rewarding experience that not only made their learning easier but gave access to more global perspectives about the migration phenomenon. The terms virtual exchange and telecollaboration are treated synonymously.","PeriodicalId":107205,"journal":{"name":"Journal of Virtual Exchange","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139251799","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Aparajita Dey-Plissonneau, Inmaculada Gómez Soler, Hyowon Lee, Mingming Liu, Michael Scriney, A. Smeaton
Videoconferencing is a popular mode of communication in virtual exchange (VE) settings. Recognising technological affordances of teletandem via videoconferencing, we developed a web-based system, L2 (second language) Learning system (L2L), for university language students’ teletandem reflections. L2L provides visualisations of conversation metrics, which students reflect on as a means of formative self-evaluation. It was integrated into several language courses across 10 European universities and deployed for three consecutive semesters involving 926 students. This practice report presents the main features of L2L and the student feedback received in one Irish university, with a view to support reflection in teletandem and address some inherent challenges in this VE setting.
{"title":"Supporting second language learner reflection in teletandem videoconferencing through the visualisation of conversation metrics","authors":"Aparajita Dey-Plissonneau, Inmaculada Gómez Soler, Hyowon Lee, Mingming Liu, Michael Scriney, A. Smeaton","doi":"10.21827/jve.6.39119","DOIUrl":"https://doi.org/10.21827/jve.6.39119","url":null,"abstract":"Videoconferencing is a popular mode of communication in virtual exchange (VE) settings. Recognising technological affordances of teletandem via videoconferencing, we developed a web-based system, L2 (second language) Learning system (L2L), for university language students’ teletandem reflections. L2L provides visualisations of conversation metrics, which students reflect on as a means of formative self-evaluation. It was integrated into several language courses across 10 European universities and deployed for three consecutive semesters involving 926 students. This practice report presents the main features of L2L and the student feedback received in one Irish university, with a view to support reflection in teletandem and address some inherent challenges in this VE setting.","PeriodicalId":107205,"journal":{"name":"Journal of Virtual Exchange","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139272659","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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