{"title":"通过虚拟交换教授批判性思维和文化智力:一份关于利用研究性原则来支持和评估学习成果的实践报告","authors":"Lander Sims","doi":"10.21827/jve.5.38804","DOIUrl":null,"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":0.0000,"publicationDate":"2022-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"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\":null,\"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\":0.0000,\"publicationDate\":\"2022-12-08\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Virtual Exchange\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.21827/jve.5.38804\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Virtual Exchange","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.21827/jve.5.38804","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
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
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.