As the world becomes more interconnected and interdependent, students can learn about diverse societies through international virtual exchange (VE) courses. What does it take to create a successful blended or online VE course? Participants will learn about one campuses journey creating VE courses and develop a technology enhanced VE lesson.
As the world becomes more interconnected and interdependent, there is an increasing demand for educational institutions to prepare students for solid academic knowledge, technological literacy, critical thinking and problem-solving skills, and global citizenship to be successful (Werner, 2015). A virtual exchange (VE) course in a global context, using the internet and technology, provides access and tools for students to connect with the world, and offers opportunities to collaborate between faculty and students in partner institutions across countries. (SUNY COIL Center, “What is COIL”, n.d.). In the VE course, the students in the partner institutions exchange ideas, analyze their own identities, biases, and prejudices, challenge the existing perspectives and stereotypes, and develop self-awareness and self-understanding (Olson et al., 2007). They also gain a better understanding of diversity, reshape their own worldview and values, and practice communication skills (Kahn & Agnew, 2017). VE courses provide a cost-effective pathway for faculty in educational institutions to internationalize curricula, develop new partnerships in a global context, and create research opportunities, such as publications, presentations, and grants (Fowler et al., 2014; Zhang & Pearlman, 2018).
Creating a successful international virtual exchange courses requires developing engaging pedagogy, fostering effective team leadership and collaboration and selecting the right virtual exchange technology(s) to support an international collaborative online or hybrid courses. The presenter will share experiences working with international partners to research, experiment, and incorporate synchronous and asynchronous technologies into co-developed globalized curricula to produce meaningful learning outcomes in VE or Collaborative Online International Learning (COIL) courses. The presenter will discuss and reflect on challenges and successes learned integrating technologies to connect with various countries, considering access, support and laws and regulations.
Participants will explore concrete pedagogical methods and synchronous and asynchronous technological tools to enhance student engagement in virtual learning through collaboration. They will engage in interactive discussions on creating a respectful and positive learning environment for students and their international partners to exchange ideas, better understand diversity issues, and build inclusive excellence. They will also take part in hands-on activities to take away research-based practice in technology-enhanced VE courses to help students to increase intercultural competencies and diversity awareness in a global context.
Level of Participation: Presenter will share experiences from different international VE courses and different group situations including graduate level education students and undergraduate journalism and women and gender studies students with virtual exchange partners from worldwide universities. Lessons learned using online tools and facing challenges connecting during a global pandemic will also be discussed. Participants will work in in small teams to design an international VE online lesson plan and share their ideas among the larger group.
Session Goals: Key takeaways from this presentation will include considering pedagogical strategies and technical tools involved with internationalizing a curriculum and aligning online tools for student and faculty collaboration. Participants will leave with the experience considering all factors involved in a well-developed international virtual exchange course.
Kahn, H. E., & Agnew, M. (2017). Global learning through difference: Considerations for teaching, learning, and the internationalization of higher education. Journal of Studies in International Education, 21(1), 52-64.
Olson, C. L., Evans, R., & Shoenberg, R. F. (2007). At home in the world: Bridging the gap between internationalization and multicultural education. Washington D.C.: The American Council on Education.
State University of New York (SUNY) Collaborative Online International Learning (COIL) Center. (n.d.). What is COIL? https://online.suny.edu/introtocoil/suny-coil-what-is/
Werner, (2015). College and career readiness in the global World. 360 Review, Fall/Winter 2015(1.1), 99-113. http://news.umary.edu/wp-content/uploads/2016/08/360-Review_Fall-2015.pdf
Zhang, J., & Pearlman, A. (2018). Expanding access to international education through technology enhanced collaborative online international learning (COIL) courses. The International Journal of Technology in Teaching and Learning, 14(1), 1-11. doi: https://sicet.org/main/wp-content/uploads/2019/03/1_Zhang_Jie.pdf