Preparing Students for Successful Online Intercultural Communication and Collaboration in Virtual Exchange

IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of International Students Pub Date : 2022-09-09 DOI:10.32674/jis.v12is3.4630

Begoña Fernández Gutiérrez, Malin Reljanovic Glimäng, S. Sauro, R. O’Dowd

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引用次数: 3

Abstract

In the context of Virtual Exchange (VE) it is often assumed that participants will be naturally prepared to interact online successfully with their international partners. However, there is ample evidence in the literature to suggest that VE participants are usually unaware of effective communicative strategies in synchronous and asynchronous online communicative contexts. Through action research, this article investigates how teachers can provide scaffolding for both these communicative modalities in online intercultural environments. It reports on a qualitative content analysis of conversational and self-reported data from a corpus of three VEs that were collected and triangulated in order to identify when, in what areas, and in what ways students could benefit from pedagogical mentoring. The article then presents key mentoring stages and strategies that were identified and provides insight into the type of scaffolding that VE teachers can provide their students to help them achieve successful (a)synchronous online intercultural interaction.

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为学生在虚拟交流中成功的在线跨文化交流和合作做好准备

在虚拟交易所（VE）的背景下，通常认为参与者将自然而然地做好与国际合作伙伴成功在线互动的准备。然而，文献中有充分的证据表明，在同步和异步的网络交际环境中，VE参与者通常没有意识到有效的交际策略。通过行动研究，本文探讨了教师如何在网络跨文化环境中为这两种交际方式提供支架。它报告了对三个VEs语料库中的对话和自我报告数据的定性内容分析，这些数据是收集和三角化的，目的是确定学生何时、在什么领域以及以什么方式从教学指导中受益。然后，文章介绍了确定的关键指导阶段和策略，并深入了解了VE教师可以为学生提供的脚手架类型，以帮助他们成功实现（a）同步的在线跨文化互动。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of International Students EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.90

自引率

25.00%

发文量

审稿时长

30 weeks

期刊介绍： The journal publishes scholarly peer-reviewed articles on international students in tertiary education, secondary education, and other educational settings that make significant contributions to research, policy, and practice in the internationalization of education worldwide. We encourage the submission of manuscripts from researchers and practitioners around the world from a myriad of academic fields and theoretical perspectives, including international education, comparative education, human geography, global studies, linguistics, psychology, sociology, communication, international business, economics, social work, cultural studies, and other related disciplines. We are especially interested in submissions which mark a new and demonstratively significant advancement in research on international students on topics such as: Cross-cultural studies of acculturation, intergroup relations, and intercultural communication Career preparation, employability, and career outcomes of short- and long-term mobility Development of international student social networks Emerging trends related to the mobility of international students and scholars English-mediated instruction (EMI) and second language acquisition (L2) Experiences of globally mobile LGBTQ+ students and other student populations Geopolitical perspectives and policies related to international students and other immigrants seeking education Global learning involving diverse people collaboratively analyzing and addressing complex problems that transcend borders International faculty, teaching assistants, and postdoctoral researchers Multicultural, intercultural, and cross-cultural engagement New educational contexts that involve the use of emerging technologies and online learning International student experiences in transnational higher education providers and programs.