Autoethnography, the narrative exploration of one’s own cultural context and experience, has been proposed as a pedagogical method of tapping the knowledge of diverse groups of students for mutual cultural learning (Kumaravadivelu, 2008). With this in mind, we set up a virtual exchange (VE) between second-year students from the University of Galway, Ireland, preparing for their Erasmus year in Germany, and students studying Irish literature and culture in their final year at a northern German grammar school. In this exchange the students themselves were to complete an autoethnographic task. The VE showed that autoethnography can serve as an instrument to address some of the problems that O’Dowd (2006) identified while using ethnographic methods in telecollaboration: the emergence of an asymmetrical relationship with conflicting roles and communicative styles, overgeneralisation, and the inability to suspend judgement. Furthermore, autoethnography as a dialogic form appears to be moreappropriate than traditional ethnographic methods for Global Education, which, in contrast to Intercultural Learning, does not mainly aim at understanding other cultures distinct from one’s own, but at preparing students for “effective interactions across cultures” (OECD, 2018, p. 10, our emphasis) in a highly connected, endangered global society. By moving between the individual and the cultural, students can become aware of different but also interdependent local, national, transnational, and global cultural structures in which they live, partly connecting them to and partly distinguishing them from each other.
{"title":"Using Autoethnography in e-Tandems for Fostering Glocal Cultural Awareness: An Irish-German Virtual Exchange","authors":"Michaela Schrage-Früh, Jürgen Wehrmann","doi":"10.21827/jve.6.38832","DOIUrl":"https://doi.org/10.21827/jve.6.38832","url":null,"abstract":"Autoethnography, the narrative exploration of one’s own cultural context and experience, has been proposed as a pedagogical method of tapping the knowledge of diverse groups of students for mutual cultural learning (Kumaravadivelu, 2008). With this in mind, we set up a virtual exchange (VE) between second-year students from the University of Galway, Ireland, preparing for their Erasmus year in Germany, and students studying Irish literature and culture in their final year at a northern German grammar school. In this exchange the students themselves were to complete an autoethnographic task. The VE showed that autoethnography can serve as an instrument to address some of the problems that O’Dowd (2006) identified while using ethnographic methods in telecollaboration: the emergence of an asymmetrical relationship with conflicting roles and communicative styles, overgeneralisation, and the inability to suspend judgement. Furthermore, autoethnography as a dialogic form appears to be moreappropriate than traditional ethnographic methods for Global Education, which, in contrast to Intercultural Learning, does not mainly aim at understanding other cultures distinct from one’s own, but at preparing students for “effective interactions across cultures” (OECD, 2018, p. 10, our emphasis) in a highly connected, endangered global society. By moving between the individual and the cultural, students can become aware of different but also interdependent local, national, transnational, and global cultural structures in which they live, partly connecting them to and partly distinguishing them from each other.","PeriodicalId":107205,"journal":{"name":"Journal of Virtual Exchange","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122194330","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 an annual Collaborative Online International Learning (COIL) project between a content course taught in English at a university in Japan (JPU) and a Japanese-language course at a university in the U.S. (AMU). Shared learning objectives include practicing communicative skills in the target language and engaging in critical writing in the target language, reflecting on the discussions. There are two sets of activities: (1) JPU-centered, English-based activities and (2) AMU-centered, Japanese-based activities, which take place concurrently. Some activities are done individually (e.g., discussion posts, journals, and reflection papers), while online discussions are conducted in transpacific groups both in class and outside the class period. After six weeks of collaboration, each student writes a reflective, multi-draft essay in the target language. Running the two sets of activities can confuse students easily and requires careful preparations, clear instructions, and a high level of instructor involvement. Various modifications have been made for improvements since the initial implementation in 2019 to provide a learning environment that allows for a more in-depth and diverse exchange of perspectives (Nishio et al., 2020). Flexibility is key to success for educators to help maximize student learning in COIL.
本实践报告描述了日本一所大学(JPU)以英语授课的内容课程和美国一所大学(AMU)的日语课程之间的年度协作在线国际学习(COIL)项目。共同的学习目标包括用目的语练习交际技巧，用目的语进行批判性写作，对讨论进行反思。有两组活动:(1)以jpu为中心，以英语为基础的活动;(2)以amu为中心，以日语为基础的活动，它们同时进行。有些活动是单独进行的(例如，讨论帖子、期刊和反思论文)，而在线讨论是在课内和课外以跨太平洋小组的形式进行的。经过六周的合作，每个学生用目标语言写一篇反思性的、多稿的文章。同时进行这两套活动很容易让学生感到困惑，需要仔细的准备、清晰的指导和高水平的教师参与。自2019年初步实施以来，已经进行了各种修改以进行改进，以提供一个允许更深入和多样化的观点交流的学习环境(Nishio et al.， 2020)。灵活性是教育工作者成功的关键，以帮助最大限度地提高学生在COIL中的学习。
{"title":"Project redesigning for U.S.-Japan COIL","authors":"Tomoe Nishio","doi":"10.21827/jve.6.38835","DOIUrl":"https://doi.org/10.21827/jve.6.38835","url":null,"abstract":"This practice report describes an annual Collaborative Online International Learning (COIL) project between a content course taught in English at a university in Japan (JPU) and a Japanese-language course at a university in the U.S. (AMU). Shared learning objectives include practicing communicative skills in the target language and engaging in critical writing in the target language, reflecting on the discussions. There are two sets of activities: (1) JPU-centered, English-based activities and (2) AMU-centered, Japanese-based activities, which take place concurrently. Some activities are done individually (e.g., discussion posts, journals, and reflection papers), while online discussions are conducted in transpacific groups both in class and outside the class period. After six weeks of collaboration, each student writes a reflective, multi-draft essay in the target language. Running the two sets of activities can confuse students easily and requires careful preparations, clear instructions, and a high level of instructor involvement. Various modifications have been made for improvements since the initial implementation in 2019 to provide a learning environment that allows for a more in-depth and diverse exchange of perspectives (Nishio et al., 2020). Flexibility is key to success for educators to help maximize student learning in COIL.","PeriodicalId":107205,"journal":{"name":"Journal of Virtual Exchange","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134263297","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}
Virtual Exchange (VE) is a form of experiential learning that relies heavily on learning-by-doing and reflection. The present study draws on visual data comprising students’ perceptions of critical learning incidents presented under an imaginary magnifying glass. To complete this project-closing reflective activity, the students had to describe a critical moment that they had experienced during VE and present it in a visual form. Data was collected longitudinally, in three projects (2019, 2020, and 2021) that followed the same pedagogical design and focused on the theme of tourism. The collaborating universities were from three countries: Poland, Finland, and the Netherlands. We used the methods of qualitative content analysis and social semiotic analysis to investigate the students’ reflections. The findings show that the most frequently expressed themes were related to participation in the first meeting, joint production, use of a foreign language, and adaptation to change. The study contributes to a better understanding of the role of multimodal reflection in VE.
{"title":"Under the magnifying glass: critical moments in virtual exchange","authors":"Judith Hahn, Katarzyna Radke, I. Dekker","doi":"10.21827/jve.5.38005","DOIUrl":"https://doi.org/10.21827/jve.5.38005","url":null,"abstract":"Virtual Exchange (VE) is a form of experiential learning that relies heavily on learning-by-doing and reflection. The present study draws on visual data comprising students’ perceptions of critical learning incidents presented under an imaginary magnifying glass. To complete this project-closing reflective activity, the students had to describe a critical moment that they had experienced during VE and present it in a visual form. Data was collected longitudinally, in three projects (2019, 2020, and 2021) that followed the same pedagogical design and focused on the theme of tourism. The collaborating universities were from three countries: Poland, Finland, and the Netherlands. We used the methods of qualitative content analysis and social semiotic analysis to investigate the students’ reflections. The findings show that the most frequently expressed themes were related to participation in the first meeting, joint production, use of a foreign language, and adaptation to change. The study contributes to a better understanding of the role of multimodal reflection in VE.\u0000","PeriodicalId":107205,"journal":{"name":"Journal of Virtual Exchange","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115273860","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}
Shannon M. Hilliker, Barbara Loranc, Devindi Samarakkody
COVID-19 is a time of adversity for college students. Different universities have taken different measures to uplift student well-being. Virtual exchange was a tool that improved student well-being, relieved distress, and helped students focus on their studies. This virtual exchange that partnered teacher candidates outlines how effective this measure was for the participants during COVID-19. This study explores how virtual exchange impacted the well-being of teacher candidates when their university classes were moved online. The data for this research were obtained from a questionnaire, with qualitative and quantitative components, given to the teacher candidates of two universities at the end of the semester regarding their experience interacting virtually throughout the semester. Interacting with a virtual partner when all the classes moved online when less in-person interaction was available benefited students in uplifting wellbeing in terms of Positive emotions, Engagement, Relationships, Meaning and Purpose, and Accomplishment (PERMA).
{"title":"Uplifting the well-being of teacher candidates through virtual exchange during COVID-19","authors":"Shannon M. Hilliker, Barbara Loranc, Devindi Samarakkody","doi":"10.21827/jve.5.38320","DOIUrl":"https://doi.org/10.21827/jve.5.38320","url":null,"abstract":"COVID-19 is a time of adversity for college students. Different universities have taken different measures to uplift student well-being. Virtual exchange was a tool that improved student well-being, relieved distress, and helped students focus on their studies. This virtual exchange that partnered teacher candidates outlines how effective this measure was for the participants during COVID-19. This study explores how virtual exchange impacted the well-being of teacher candidates when their university classes were moved online. The data for this research were obtained from a questionnaire, with qualitative and quantitative components, given to the teacher candidates of two universities at the end of the semester regarding their experience interacting virtually throughout the semester. Interacting with a virtual partner when all the classes moved online when less in-person interaction was available benefited students in uplifting wellbeing in terms of Positive emotions, Engagement, Relationships, Meaning and Purpose, and Accomplishment (PERMA).","PeriodicalId":107205,"journal":{"name":"Journal of Virtual Exchange","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122839406","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}
Short-Term Study-Abroad (STSA) programs are popular in Japanese higher education; however, participating students’ experiences are under-researched, particularly in areas outside of second-language acquisition. This study empirically assessed the impact of a six-week study-abroad program with a US university (conducted online as a virtual program due to the COVID-19 pandemic) on sophomore Japanese university students’ Global-Mindedness (GM). This mixed-methods study employed experimental (n=53) and control (n=82) groups to investigate the following research question: What is the impact of a virtual STSA program on the GM of participating students? Quantitative data were collected at three time periods (pretest/posttest/post-posttest) using a modified version of the 30- item, five-factor GM Scale (GMS, see Hett, 1993). Descriptive statistics and two-way ANOVAanalyses revealed a significant increase in the experimental groups’ posttest results, which then returned to similar pretest levels in the post-posttest period. Reflection papers, surveys, and semi-structured interviews informed the qualitative perspective, and findings suggested a need for sustained post-program supportive measures to help maintain students’ GM.
{"title":"Assessing the impact of a virtual short-term study-abroad program on Japanese university students’ global-mindedness","authors":"B. Deacon, R. Miles","doi":"10.21827/jve.5.38652","DOIUrl":"https://doi.org/10.21827/jve.5.38652","url":null,"abstract":"Short-Term Study-Abroad (STSA) programs are popular in Japanese higher education; however, participating students’ experiences are under-researched, particularly in areas outside of second-language acquisition. This study empirically assessed the impact of a six-week study-abroad program with a US university (conducted online as a virtual program due to the COVID-19 pandemic) on sophomore Japanese university students’ Global-Mindedness (GM). This mixed-methods study employed experimental (n=53) and control (n=82) groups to investigate the following research question: What is the impact of a virtual STSA program on the GM of participating students? Quantitative data were collected at three time periods (pretest/posttest/post-posttest) using a modified version of the 30- item, five-factor GM Scale (GMS, see Hett, 1993). Descriptive statistics and two-way ANOVAanalyses revealed a significant increase in the experimental groups’ posttest results, which then returned to similar pretest levels in the post-posttest period. Reflection papers, surveys, and semi-structured interviews informed the qualitative perspective, and findings suggested a need for sustained post-program supportive measures to help maintain students’ GM.","PeriodicalId":107205,"journal":{"name":"Journal of Virtual Exchange","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130094045","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}
Virtual Exchange (VE) research is a subset of the technology enhanced learning field that has grown exponentially in the last decade. A critical step in the growth of an emerging academic field is to reflect on past research to understand what has been done well and what can be improved. This Systematic Literature Review (SLR) contributes to this reflective process by examining if a common criticism of technology enhanced learning research in Higher Education (HE) – the under-utilization of theoretical underpinnings in research – extends to the niche field of VE research. Using a qualitative meta-synthesis methodology, 42 qualitative and mixed method articles on VE were analyzed for theoretical underpinning usage, application, and advancement. Almost half of the articles explicitly used theoretical underpinnings in the conceptualization, data collection and analysis, and discussion of results. About a third of the articles explicitly used theoretical underpinnings in the design of the VE, but not necessarily in the research design. No articles reported adding to or advancing current theoretical underpinnings nor creating new ones. The results of this study show VE research is maturing but is not yet fully mature in the application of theoretical underpinnings in research. Also, this study contributes to analysis of theoretical underpinning usage by demonstrating that theoretical underpinnings are utilized also in course design, not just research design.
{"title":"Systematic literature review on the utilization of theoretical underpinnings in virtual exchange research","authors":"Liz Dovrat","doi":"10.21827/jve.5.38444","DOIUrl":"https://doi.org/10.21827/jve.5.38444","url":null,"abstract":"Virtual Exchange (VE) research is a subset of the technology enhanced learning field that has grown exponentially in the last decade. A critical step in the growth of an emerging academic field is to reflect on past research to understand what has been done well and what can be improved. This Systematic Literature Review (SLR) contributes to this reflective process by examining if a common criticism of technology enhanced learning research in Higher Education (HE) – the under-utilization of theoretical underpinnings in research – extends to the niche field of VE research. Using a qualitative meta-synthesis methodology, 42 qualitative and mixed method articles on VE were analyzed for theoretical underpinning usage, application, and advancement. Almost half of the articles explicitly used theoretical underpinnings in the conceptualization, data collection and analysis, and discussion of results. About a third of the articles explicitly used theoretical underpinnings in the design of the VE, but not necessarily in the research design. No articles reported adding to or advancing current theoretical underpinnings nor creating new ones. The results of this study show VE research is maturing but is not yet fully mature in the application of theoretical underpinnings in research. Also, this study contributes to analysis of theoretical underpinning usage by demonstrating that theoretical underpinnings are utilized also in course design, not just research design.","PeriodicalId":107205,"journal":{"name":"Journal of Virtual Exchange","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121181808","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}
While it is appealing to consider the potential benefits of incorporating virtual exchange and other technology-based tools when designing a learning experience, it is irresponsible to assume that technology in-and-of itself has the power to improve learning outcomes. Research-supported pedagogy and theory must form the basis of any attempt to incorporate virtual exchange into a learning activity. This paper presents a detailed examination of an undergraduate liberal arts course built on research-supported theories and practices to support learning outcomes, including collaborative cognitive load theory, the cognitive theory of multimedia learning, and instruction based on self-explanation and self-reflection. Initial assessment of the course suggests success in achieving learning outcomes related to critical thinking and intercultural discourse but highlights the need for objective data to support these claims. As virtual exchange gains momentum, it is necessary to continually assess and improve its utilization to guarantee its educational value.
{"title":"Teaching critical thinking and cultural intelligence via virtual exchange: a practice report on the utilization of research-based principles to support and assess learning outcomes","authors":"Lander Sims","doi":"10.21827/jve.5.38804","DOIUrl":"https://doi.org/10.21827/jve.5.38804","url":null,"abstract":"While it is appealing to consider the potential benefits of incorporating virtual exchange and other technology-based tools when designing a learning experience, it is irresponsible to assume that technology in-and-of itself has the power to improve learning outcomes. Research-supported pedagogy and theory must form the basis of any attempt to incorporate virtual exchange into a learning activity. This paper presents a detailed examination of an undergraduate liberal arts course built on research-supported theories and practices to support learning outcomes, including collaborative cognitive load theory, the cognitive theory of multimedia learning, and instruction based on self-explanation and self-reflection. Initial assessment of the course suggests success in achieving learning outcomes related to critical thinking and intercultural discourse but highlights the need for objective data to support these claims. As virtual exchange gains momentum, it is necessary to continually assess and improve its utilization to guarantee its educational value.","PeriodicalId":107205,"journal":{"name":"Journal of Virtual Exchange","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114565710","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}
M. Köster, S. Passi, Felix Bitterer, U. Vuorinen, Nermin Karaoglu
Summer schools are an important element of universities’ international strategies. During the COVID-19 pandemic, however, they often had to be canceled due to health-related concerns and political guidelines. The partner universities A (Finland) and B (Germany) decided to offer their summer schools in a virtual format in 2021 to allow students to gain international experience from their home country and to maintain international relations during the pandemic. By evaluating the success of their summer schools and sharing their experiences, they found that virtual summer schools have great potential. For certain students (with jobs, limited financial resources, mobility impairments, families to care for, etc.), virtual summer schools are particularly suitable and might even represent the only possibility to gain international experience. For virtual summer schools to be successful, however, universities have to consider organizational and pedagogical questions. In this article, organizers from A and B share their lessons learned as an inspiration for other institutions planning virtual summer schools that are immersive and engaging.
{"title":"Virtual summer schools: experiences from Finland and Germany","authors":"M. Köster, S. Passi, Felix Bitterer, U. Vuorinen, Nermin Karaoglu","doi":"10.21827/jve.5.38373","DOIUrl":"https://doi.org/10.21827/jve.5.38373","url":null,"abstract":"Summer schools are an important element of universities’ international strategies. During the COVID-19 pandemic, however, they often had to be canceled due to health-related concerns and political guidelines. The partner universities A (Finland) and B (Germany) decided to offer their summer schools in a virtual format in 2021 to allow students to gain international experience from their home country and to maintain international relations during the pandemic. By evaluating the success of their summer schools and sharing their experiences, they found that virtual summer schools have great potential. For certain students (with jobs, limited financial resources, mobility impairments, families to care for, etc.), virtual summer schools are particularly suitable and might even represent the only possibility to gain international experience. For virtual summer schools to be successful, however, universities have to consider organizational and pedagogical questions. In this article, organizers from A and B share their lessons learned as an inspiration for other institutions planning virtual summer schools that are immersive and engaging.","PeriodicalId":107205,"journal":{"name":"Journal of Virtual Exchange","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126006935","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}
José Luis Jiménez Figarotti, Suba Subbarao, Eleonora Bagatelia
International Virtual Exchange (VE) can be a valuable addition to the AIDE (Access, Inclusion, Diversity, and Equity) toolbox, particularly at higher education institutions in the Global North. However, an interesting dynamic emerged in certain partnerships created by faculty from Venezuela, Yemen, and the USA. With benefits to the students rightly being the main goal of the exchange, the issue of faculty inequity, created by the forces of invisible violence in the Global South participants’ societies, was brought to light only much later. The inconvenient truth is that traditional power structures and invisible privileges can easily color a VE, particularly when faculty from the Global North are not fully cognizant of the sociopolitical realities being experienced by their partners in the Global South. The solutions should go beyond practicing cultural humility. VEs should be grounded in the ethical responsibility of honoring the human capital that both partners bring to the partnership.
国际虚拟交流(VE)可以成为AIDE (Access, Inclusion, Diversity, and Equity)工具箱的宝贵补充，特别是在北半球的高等教育机构。然而，来自委内瑞拉、也门和美国的教师在某些合作伙伴关系中出现了一种有趣的动态。由于学生的利益理所当然地成为交流的主要目标，在全球南方参与者的社会中，由无形暴力力量造成的教师不平等问题，直到很久以后才暴露出来。难以忽视的事实是，传统的权力结构和无形的特权很容易给VE蒙上色彩，尤其是当来自全球北方的教师没有充分认识到他们在全球南方的伙伴所经历的社会政治现实时。解决方案不应局限于文化谦逊。企业应该以尊重合作双方为伙伴关系带来的人力资本的道德责任为基础。
{"title":"An unspoken truth: faculty (in)equity in the context of invisible violence: virtual exchange case studies","authors":"José Luis Jiménez Figarotti, Suba Subbarao, Eleonora Bagatelia","doi":"10.21827/jve.5.38199","DOIUrl":"https://doi.org/10.21827/jve.5.38199","url":null,"abstract":"International Virtual Exchange (VE) can be a valuable addition to the AIDE (Access, Inclusion, Diversity, and Equity) toolbox, particularly at higher education institutions in the Global North. However, an interesting dynamic emerged in certain partnerships created by faculty from Venezuela, Yemen, and the USA. With benefits to the students rightly being the main goal of the exchange, the issue of faculty inequity, created by the forces of invisible violence in the Global South participants’ societies, was brought to light only much later. The inconvenient truth is that traditional power structures and invisible privileges can easily color a VE, particularly when faculty from the Global North are not fully cognizant of the sociopolitical realities being experienced by their partners in the Global South. The solutions should go beyond practicing cultural humility. VEs should be grounded in the ethical responsibility of honoring the human capital that both partners bring to the partnership.","PeriodicalId":107205,"journal":{"name":"Journal of Virtual Exchange","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114592034","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}
The use of Virtual Exchange (VE) to connect Student Teachers (STs) with learners as part of their preparation is an area of growing interest (e.g. Adnan, 2017; Arnold, Ducate, Lomicka, & Lord, 2005; Dooly & Sadler, 2013; Üzüm, Akayoğlu, & Yazan, 2020). There has also been growing interest in issues of task design in VE (Arnold et al., 2005; Dooly & Sadler, 2013; Hampel, 2006, 2010; Hauck, 2010; Kurek & Müller-Hartmann, 2017; O’Dowd & Ware, 2009). This study involved US-based Teaching English for Speakers of Other Languages (TESOL) STs designing tasks for English as a Foreign Language (EFL) learners in China through the mediation of the classroom teacher in China. We explore the following questions: What is the structure of the mediation that took place during three task stages (design, implementation, and evaluation)? What is mediated by the classroom teacher in the process of task design and implementation in this VE? What factors in the design process influence the successful implementation of tasks? Data were collected from email and Google Groups posts by participants. Data analysis, supported by information from participant observer emails and instructor notes, focused on the development of teams’ tasks and feedback. Results showed three major areas of mediation by the EFL teacher: socio-institutional contexts (implementation schedule, access to technology, cultures-of-use), differences in learning purpose (genre, task selection and elements, student interests), and gaps in language proficiency. Revisions to tasks in these areas helped to localize tasks to better meet curricular demands and student interests. Timely mediation was essential to successful task completion. Implications for further research on task design in VE are discussed.
{"title":"The value of mediation for task design and implementation in a US-China virtual exchange","authors":"Carolin Fuchs, B. Snyder, Bruce Tung","doi":"10.21827/jve.5.38197","DOIUrl":"https://doi.org/10.21827/jve.5.38197","url":null,"abstract":"The use of Virtual Exchange (VE) to connect Student Teachers (STs) with learners as part of their preparation is an area of growing interest (e.g. Adnan, 2017; Arnold, Ducate, Lomicka, & Lord, 2005; Dooly & Sadler, 2013; Üzüm, Akayoğlu, & Yazan, 2020). There has also been growing interest in issues of task design in VE (Arnold et al., 2005; Dooly & Sadler, 2013; Hampel, 2006, 2010; Hauck, 2010; Kurek & Müller-Hartmann, 2017; O’Dowd & Ware, 2009). This study involved US-based Teaching English for Speakers of Other Languages (TESOL) STs designing tasks for English as a Foreign Language (EFL) learners in China through the mediation of the classroom teacher in China. We explore the following questions: What is the structure of the mediation that took place during three task stages (design, implementation, and evaluation)? What is mediated by the classroom teacher in the process of task design and implementation in this VE? What factors in the design process influence the successful implementation of tasks? Data were collected from email and Google Groups posts by participants. Data analysis, supported by information from participant observer emails and instructor notes, focused on the development of teams’ tasks and feedback. Results showed three major areas of mediation by the EFL teacher: socio-institutional contexts (implementation schedule, access to technology, cultures-of-use), differences in learning purpose (genre, task selection and elements, student interests), and gaps in language proficiency. Revisions to tasks in these areas helped to localize tasks to better meet curricular demands and student interests. Timely mediation was essential to successful task completion. Implications for further research on task design in VE are discussed.","PeriodicalId":107205,"journal":{"name":"Journal of Virtual Exchange","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121293601","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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