Online + International: Utilizing Theory to Maximize Intercultural Learning in Virtual Exchange Courses

Autor/inn/en	Nyunt, Gudrun; Niehaus, Elizabeth; Light, Ashley; Boryca, Alex; Bryan, Angela
Titel	Online + International: Utilizing Theory to Maximize Intercultural Learning in Virtual Exchange Courses
Quelle	In: Frontiers: The Interdisciplinary Journal of Study Abroad, 35 (2023) 1, S.325-344 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1085-4568
DOI	10.36366/frontiers.v35i1.789
Schlagwörter	Global Education; Multicultural Education; Intergroup Relations; Electronic Learning; International Educational Exchange; Computer Mediated Communication; Communities of Practice; COVID-19; Pandemics; Best Practices + Suchen Sie Ihr Suchwort? Globales Lernen; Multikulturelle Erziehung; Intergruppenbeziehungen; Internationaler Austausch; Computerkonferenz; Community
Abstract	Virtual exchanges (VEs) are course-based experiences designed to promote global learning, often by integrating cross-cultural interactions and collaborations with people from other areas of the world into coursework in a virtual format. Due to the widespread disruption of the COVID-19 pandemic, VEs have seen an increase in popularity. However, research findings on the effectiveness of VEs are mixed, and limited guidance is available to VE instructors on how to structure and facilitate these programs. The purpose of this paper is to highlight how theories and literature in two distinct areas of scholarship, Intergroup Contact theory and the Community of Inquiry model in online learning, could be applied to VEs to maximize student learning. We discuss each of these theories first and then highlight how they could be applied to VEs using illustrative examples from a pilot study of five VE courses offered at one institution during the summer of 2021. (As Provided).
Anmerkungen	Frontiers Journal. Dickinson College P.O. Box 1773, Carlisle, PA 17013. Tel: 717-254-8858; Fax: 717-245-1677; Web site: https://www.frontiersjournal.org/index.php/Frontiers
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01