Business Communication Skills through Virtual Exchange -- A Case Study

Autor/in	Vuylsteke, Jean-François
Titel	Business Communication Skills through Virtual Exchange -- A Case Study
Quelle	(2022), (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Vuylsteke, Jean-François)
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Case Studies; International Educational Exchange; Course Descriptions; Second Language Learning; Second Language Instruction; Higher Education; Student Evaluation; Feedback (Response); Instructional Design; Teaching Methods; Employment Interviews; Communities of Practice; Learning Activities; Portfolios (Background Materials); Computer Mediated Communication; Computer Simulation; Soft Skills; Learning Management Systems; Foreign Countries; Undergraduate Students; Business English; English for Special Purposes; Belgium + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Internationaler Austausch; Kursstrukturplan; Zweitsprachenerwerb; Fremdsprachenunterricht; Hochschulbildung; Hochschulsystem; Hochschulwesen; Schulnote; Studentische Bewertung; Lesson concept; Lessonplan; Unterrichtsentwurf; Teaching method; Lehrmethode; Unterrichtsmethode; Employment interview; Employment interviewing; Einstellungsgespräch; Bewerbungsgespräch; Community; Lernaktivität; Computerkonferenz; Computergrafik; Computersimulation; Ausland; Business; English; English language; Wirtschaft; Englisch; Wirtschaftsenglisch; Belgien
Abstract	Assessing the skills of the students who take part in a Virtual Exchange (VE) project is a challenging and complicated task, especially if it aims to engage both the students and VE co-organisers in the feedback and evaluation process. The objective of this chapter is to outline the pedagogical design of a business communication skills course and present how a VE component and its assessment were integrated into the core course syllabus. The text explains how all the members of the created VE learning community were involved in defining the skills to be developed by the students. Pedagogical choices were made that involved the design of the learning path, the design of the VE activities, and the course assessment in such a way that everyone had a precise role to play. In particular, the chapter focuses on how different assessment tools prompted the students to reflect on the development of language competence while working together to prepare for a professional job interview in an international and collaborative learning setting. [For the complete volume, "Assessing Virtual Exchange in Foreign Language Courses at Tertiary Level," see ED624433.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01