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Advancing Global Citizenship of Underrepresented and Hypersegregated U.S. Students in Higher Education through Virtual Exchange 通过虚拟交换促进代表性不足和高度隔离的美国高等教育学生的全球公民意识
IF 2
Journal of International Students Pub Date : 2022-09-09 DOI: 10.32674/jis.v12is3.4634
J. Poe
{"title":"Advancing Global Citizenship of Underrepresented and Hypersegregated U.S. Students in Higher Education through Virtual Exchange","authors":"J. Poe","doi":"10.32674/jis.v12is3.4634","DOIUrl":"https://doi.org/10.32674/jis.v12is3.4634","url":null,"abstract":"The celebration of diversity is at the heart of global education initiatives. Yet, participation in study abroad and related programs in the United States – a purported ‘melting pot’ of races and cultures – remains, disproportionately, the domain of affluent whites. Against this background, this study seeks to learn from the experiences of underrepresented and hypersegregated students in international virtual exchange, an educational experience involving sustained interaction between geographically separated participants using technology and trained facilitators. Using a survey, semi-structured interviews, exchange field notes, and the researcher’s own abroad experiences, the data revealed five main themes: ‘Virtual connections beyond the classroom,’ ‘Bias reduction,’ ‘Color matters,’ ‘Equality in digital space,’ and ‘One step closer to abroad.’ Findings suggest that U.S. universities and other educational institutions serving underrepresented groups can increase student international experiences by promoting IVE on their campuses and encouraging professors to include exchange as a component in their courses.","PeriodicalId":46680,"journal":{"name":"Journal of International Students","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2022-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41946587","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: 1
Faculty Perceptions of Building Collaborative Teaching Capacities within a Transnational Virtual Exchange 教师对在跨国虚拟交流中建立协作教学能力的看法
IF 2
Journal of International Students Pub Date : 2022-09-09 DOI: 10.32674/jis.v12is3.4633
G. Weaver, Genevieve Hiltebrand, G. Ngai, S. Chan
{"title":"Faculty Perceptions of Building Collaborative Teaching Capacities within a Transnational Virtual Exchange","authors":"G. Weaver, Genevieve Hiltebrand, G. Ngai, S. Chan","doi":"10.32674/jis.v12is3.4633","DOIUrl":"https://doi.org/10.32674/jis.v12is3.4633","url":null,"abstract":"The 2019/2020 academic year brought historic opportunities for faculty to manage virtual exchanges (O’Dowd, 2021), yet limited research exists on how teachers develop their capacity within these programs. As educators collaborating on a transnational virtual exchange, we aim to investigate the process that teachers go through as they co-develop and collaborate in a transnational virtual exchange from our experiences and perceptions. We ask: To what extent do previous lived experiences mediate the process of teacher capacity building in a transnational virtual, collaborative exchange? This collaborative qualitative autoethnography case study explores our experiences as four instructors from the United States and Hong Kong, reflecting our experiences as they relate to teacher capacity building in transnational virtual exchange. The data suggests that previously lived international experiences assisted the instructors in capacity building within a virtual exchange and brought into question the role of cultural humility.","PeriodicalId":46680,"journal":{"name":"Journal of International Students","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2022-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43596862","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
Virtual Tabadul: Creating Language-Learning Community Through Virtual Reality 虚拟讲坛：通过虚拟现实创建语言学习社区
IF 2
Journal of International Students Pub Date : 2022-09-09 DOI: 10.32674/jis.v12is3.4638
Melissa Baralt, Stephanie Doscher, L. Boukerrou, B. Bogosian, Wessam Elmeligi, Youcef Hdouch, Jamil Istifan, Abdelhak Nemouchi, Taron Khachatryan, N. Elsakka, Fernando Arana, Jonathan Cobos-Solis, Giancarlo Perez, Salah-Eddine Mouchane, S. Vassigh
{"title":"Virtual Tabadul: Creating Language-Learning Community Through Virtual Reality","authors":"Melissa Baralt, Stephanie Doscher, L. Boukerrou, B. Bogosian, Wessam Elmeligi, Youcef Hdouch, Jamil Istifan, Abdelhak Nemouchi, Taron Khachatryan, N. Elsakka, Fernando Arana, Jonathan Cobos-Solis, Giancarlo Perez, Salah-Eddine Mouchane, S. Vassigh","doi":"10.32674/jis.v12is3.4638","DOIUrl":"https://doi.org/10.32674/jis.v12is3.4638","url":null,"abstract":"This article presents on a multi-institution project that explains the development of Virtual Tabadul, which is an exchange program in virtual reality for English and Arabic foreign language and culture learning and community building amongst 1,200 US and the Middle East, and North Africa (MENA) college-aged youth. The program involves faculty, staff, and students at four institutions: Florida International University (U.S.), University of Michigan-Dearborn (U.S.), Oum El-Bouaghi University (Algeria), and Ibn Tofail University (Morocco). The project has been developed with generous funding from the Stevens Initiative and is the very first virtual exchange program for Arabic and English foreign language learning in virtual reality. ","PeriodicalId":46680,"journal":{"name":"Journal of International Students","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2022-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43225221","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: 3
Marginalization and Underrepresentation in Virtual Exchange: Reasons and Remedies 虚拟交易所的边缘化与代表性不足：原因与对策
IF 2
Journal of International Students Pub Date : 2022-09-09 DOI: 10.32674/jis.v12is3.4665
Nael H Alami, Josmário Albuquerque, L. Ashton, James A. Elwood, Kwesi Ewoodzie, M. Hauck, Joanne Karam, Liudmila Klimanova, Ramona Nasr, M. Satar
{"title":"Marginalization and Underrepresentation in Virtual Exchange: Reasons and Remedies","authors":"Nael H Alami, Josmário Albuquerque, L. Ashton, James A. Elwood, Kwesi Ewoodzie, M. Hauck, Joanne Karam, Liudmila Klimanova, Ramona Nasr, M. Satar","doi":"10.32674/jis.v12is3.4665","DOIUrl":"https://doi.org/10.32674/jis.v12is3.4665","url":null,"abstract":"The recent expansion of virtual exchange (VE) in lieu of the Covid-19 pandemic and the ongoing advance of technology has resulted in considerably larger numbers of VE participants for those in certain areas and contexts, yet not all would-be participants have been so fortunate. In some regions and in various contexts, challenges in VE implementation have resulted in disadvantaged populations in terms of underrepresentation and marginalization in global VE networks. To illuminate such challenges, a mixed-method approach was utilized in the current study, beginning with a global survey to elucidate reasons for underrepresentation in terms of political, governmental, institutional, administrative, technological, pedagogical, cultural and personal challenges. Thereafter, semi-structured interviews with instructors, administrators, and educational decision makers were conducted to gain further insights. Although VE is now well established as an impactful mode of studying abroad, various region-specific challenges remain. We conclude with recommendations for underrepresented regions and populations.","PeriodicalId":46680,"journal":{"name":"Journal of International Students","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2022-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48285804","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
Centering Equity in Community College Virtual International Exchange 以公平为中心的社区大学虚拟国际交流
IF 2
Journal of International Students Pub Date : 2022-09-09 DOI: 10.32674/jis.v12is3.4621
M. Whatley, S. LaVenture, Nadine Russell
{"title":"Centering Equity in Community College Virtual International Exchange","authors":"M. Whatley, S. LaVenture, Nadine Russell","doi":"10.32674/jis.v12is3.4621","DOIUrl":"https://doi.org/10.32674/jis.v12is3.4621","url":null,"abstract":"Using data from two community colleges in the US southeast, this study uses an equity-focused research lens to address two complementary purposes. First, it situates community college virtual exchange programs within a pre-existing program typology to explore how well these programs are represented. Second, it examines demographic characteristics of community college students who participate in virtual exchange and compares them to students who study abroad to provide insight into the extent to which community college virtual exchange programs improve access to international education. Results indicate that while community college virtual exchange programs often fit well within the typology, broad, open-access exchanges were not as well-described, nor were programs that were not explicitly connected to a cost. Regarding access, findings suggested that some demographic groups, particularly Black students, were less likely to access virtual exchange. Institutional structures related to a student’s degree program offer a potential explanation for this finding.","PeriodicalId":46680,"journal":{"name":"Journal of International Students","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2022-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44202971","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: 1
Scenarios for the Integration of Virtual Exchange in Higher Education 高等教育虚拟交换整合的场景
IF 2
Journal of International Students Pub Date : 2022-09-09 DOI: 10.32674/jis.v12is3.4629
Marta Giralt, Alicia Betts, Sara Pittarello, C. Stefanelli
{"title":"Scenarios for the Integration of Virtual Exchange in Higher Education","authors":"Marta Giralt, Alicia Betts, Sara Pittarello, C. Stefanelli","doi":"10.32674/jis.v12is3.4629","DOIUrl":"https://doi.org/10.32674/jis.v12is3.4629","url":null,"abstract":"This paper describes the results of the analysis carried out within the Erasmus+ FRAMES project (https://frames-project.eu/) which collected and analysed Virtual Exchange (VE) case studies building upon desk research and through an open survey, so as to identify and describe various scenarios of accredited VEs. By using a qualitative methodology based on pattern matching analysis, collected cases were aggregated into four scenarios to be potentially used by a variety of European Higher Education Institutions (HEIs): VE as a preparatory or follow-up activity to physical mobility (blended mobility); VE as an intertwined component of physical mobility (blended mobility); VE as a stand-alone learning activity; VE as a component of a course. The main conclusions and recommendations revolve around the need to expand the number of potential scenarios across all disciplines and contexts and the urge to train academic as well as administrative staff to facilitate the integration of VE in HEIs. ","PeriodicalId":46680,"journal":{"name":"Journal of International Students","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2022-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49089804","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
Internationalization of K-12 Schooling through Virtual Exchange: Opportunities in a Fractured Context 通过虚拟交流实现K-12学校国际化：断裂背景下的机遇
IF 2
Journal of International Students Pub Date : 2022-09-09 DOI: 10.32674/jis.v12is3.4624
Nicole Hinshaw, Stephanie González, Laura C. Engel
{"title":"Internationalization of K-12 Schooling through Virtual Exchange: Opportunities in a Fractured Context","authors":"Nicole Hinshaw, Stephanie González, Laura C. Engel","doi":"10.32674/jis.v12is3.4624","DOIUrl":"https://doi.org/10.32674/jis.v12is3.4624","url":null,"abstract":"The study considers the opportunities and barriers facing the implementation of virtual exchange in K-12 education in the context of the federal US education system through examining a domestic program offered by Empatico known as Empathy Across the US. Our findings point to several of the known barriers in the facilitation of virtual exchange, including technology access and pressing demands facing teachers, both of which impact accessibility. As K-12 virtual exchange programs often rely on the willingness of teachers to implement these kinds of programs outside of the official school curriculum, our research indicated the importance of having leaders or “champions” within participating schools and districts, as those individuals, whether another teacher, principal, or another staff member, provide systemic and structural support to teachers to bring virtual exchange into their classrooms. This study offers insights into how teachers in different settings perceive and experience the implementation of virtual exchange.","PeriodicalId":46680,"journal":{"name":"Journal of International Students","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2022-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44939882","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: 1
Virtual International Exchange: Access, Outcomes, and Programmatic Concerns 虚拟国际交流:访问、结果和项目关注
IF 2
Journal of International Students Pub Date : 2022-09-09 DOI: 10.32674/jis.v12is3.5209
M. Whatley, Taylor C. Woodman, C. Glass
{"title":"Virtual International Exchange: Access, Outcomes, and Programmatic Concerns","authors":"M. Whatley, Taylor C. Woodman, C. Glass","doi":"10.32674/jis.v12is3.5209","DOIUrl":"https://doi.org/10.32674/jis.v12is3.5209","url":null,"abstract":"This editorial provides context for the articles that appear in this special issue and brings them together thematically. We first examine how special issue authors chose to define the term ‘virtual exchange’ in their work and then explore key take-aways from each article in three thematic groups: access; outcomes; and programmatic concerns. Together, the articles in this special issue speak to key issues in virtual international exchange that will be important for researchers and practitioners alike to contend with as the field develops.","PeriodicalId":46680,"journal":{"name":"Journal of International Students","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2022-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43221079","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
Preparing Students for Successful Online Intercultural Communication and Collaboration in Virtual Exchange 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
IF 2
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
{"title":"Preparing Students for Successful Online Intercultural Communication and Collaboration in Virtual Exchange","authors":"Begoña Fernández Gutiérrez, Malin Reljanovic Glimäng, S. Sauro, R. O’Dowd","doi":"10.32674/jis.v12is3.4630","DOIUrl":"https://doi.org/10.32674/jis.v12is3.4630","url":null,"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.","PeriodicalId":46680,"journal":{"name":"Journal of International Students","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2022-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46658959","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: 3
“It was just my name!” “那只是我的名字!”
IF 2
Journal of International Students Pub Date : 2022-09-03 DOI: 10.32674/jis.v13i2.4716
Peiwen Wang, Xiaoyan Gu, Amanda R. Morales
{"title":"“It was just my name!”","authors":"Peiwen Wang, Xiaoyan Gu, Amanda R. Morales","doi":"10.32674/jis.v13i2.4716","DOIUrl":"https://doi.org/10.32674/jis.v13i2.4716","url":null,"abstract":"Although international female students accounted for 44% of the enrolled international students in the United States (U.S. Department of Homeland Security’s Student and Exchange Visitor Information System, 2020), their experiences regarding their ethnic name are relatively understudied in onomastic literature. This study considers the experiences of eight international female graduate students of Color who are studying at a Midwestern predominantly White university. Utilizing Critical Race Theory (CRT) and Critical Race Feminism (CRF) as the theoretical and analytical lenses, this qualitative phenomenological study collected data through semi-structured, in-depth interviews. We explore the meaning of ethnic names and their connection to participants’ multidimensional identities. Findings include experiences with microaggressions, discrimination, and racism among students in relation to their ethnic name, and point to underlying factors. Finally, implications are offered for students, faculty members, and administrators to build authentically inclusive and equitable learning communities more effectively.","PeriodicalId":46680,"journal":{"name":"Journal of International Students","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2022-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42255829","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
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