Journal of Virtual Exchange最新文献_第2页

Using Autoethnography in e-Tandems for Fostering Glocal Cultural Awareness: An Irish-German Virtual Exchange 在e- tandem中使用自我民族志促进全球地方文化意识:爱尔兰-德国虚拟交流

Journal of Virtual Exchange Pub Date : 2023-07-18 DOI: 10.21827/jve.6.38832

Michaela Schrage-Früh, Jürgen Wehrmann

{"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}

引用次数: 0

Project redesigning for U.S.-Japan COIL 美日线圈项目重新设计

Journal of Virtual Exchange Pub Date : 2023-06-14 DOI: 10.21827/jve.6.38835

Tomoe Nishio

{"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}

引用次数: 0

Under the magnifying glass: critical moments in virtual exchange 放大镜下:虚拟交换中的关键时刻

Journal of Virtual Exchange Pub Date : 2022-12-22 DOI: 10.21827/jve.5.38005

Judith Hahn, Katarzyna Radke, I. Dekker

引用次数: 0

Uplifting the well-being of teacher candidates through virtual exchange during COVID-19 通过COVID-19期间的虚拟交流，提升教师候选人的福祉

Journal of Virtual Exchange Pub Date : 2022-12-19 DOI: 10.21827/jve.5.38320

Shannon M. Hilliker, Barbara Loranc, Devindi Samarakkody

引用次数: 0

Assessing the impact of a virtual short-term study-abroad program on Japanese university students’ global-mindedness 评估虚拟短期海外留学项目对日本大学生全球意识的影响

Journal of Virtual Exchange Pub Date : 2022-12-19 DOI: 10.21827/jve.5.38652

B. Deacon, R. Miles

{"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}

引用次数: 0

Systematic literature review on the utilization of theoretical underpinnings in virtual exchange research 对虚拟交换研究中理论基础运用的系统文献综述

Journal of Virtual Exchange Pub Date : 2022-12-19 DOI: 10.21827/jve.5.38444

Liz Dovrat

{"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}

引用次数: 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 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

Journal of Virtual Exchange Pub Date : 2022-12-08 DOI: 10.21827/jve.5.38804

Lander Sims

引用次数: 0

Virtual summer schools: experiences from Finland and Germany 虚拟暑期学校:芬兰和德国的经验

Journal of Virtual Exchange Pub Date : 2022-12-08 DOI: 10.21827/jve.5.38373

M. Köster, S. Passi, Felix Bitterer, U. Vuorinen, Nermin Karaoglu

引用次数: 1

An unspoken truth: faculty (in)equity in the context of invisible violence: virtual exchange case studies 一个不言而喻的真理:无形暴力背景下的教师公平:虚拟交换案例研究

Journal of Virtual Exchange Pub Date : 2022-10-21 DOI: 10.21827/jve.5.38199

José Luis Jiménez Figarotti, Suba Subbarao, Eleonora Bagatelia

引用次数: 0

The value of mediation for task design and implementation in a US-China virtual exchange 中美虚拟交换中中介对任务设计与实现的价值

Journal of Virtual Exchange Pub Date : 2022-10-21 DOI: 10.21827/jve.5.38197

Carolin Fuchs, B. Snyder, Bruce Tung

{"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}

引用次数: 2