O'Dowd, R., Sauro, S. and Spector‐Cohen, E. (2020), The Role of Pedagogical Mentoring in Virtual Exchange. TESOL Q, 54: 146-172. doi:10.1002/tesq.543

This article focuses on the role of the teacher as pedagogical mentor in virtual exchange and examines the impact of the strategies and techniques that teachers use in their classes to support students’ learning during their online intercultural projects. Qualitative content analysis enabled the identification of the impact of mentoring that took place before the exchange and also revealed insights into what students learned when their own online interactions were integrated into class work. The article concludes by discussing the limitations and challenges of different types of pedagogical mentoring in virtual exchange and by outlining a list of recommendations for carrying out pedagogical mentoring in such projects.

P. Weimann, M. Pollock, E. Scott and I. Brown, "Enhancing Team Performance Through Tool Use: How Critical Technology-Related Issues Influence the Performance of Virtual Project Teams," in IEEE Transactions on Professional Communication, vol. 56, no. 4, pp. 332-353, Dec. 2013, doi: 10.1109/TPC.2013.2287571.

The research question is: How do critical technology-related issues concerning the selection and use of web-based tools influence the performance and satisfaction of virtual project teams? The results contribute to practice by providing a number of guidelines for the management of virtual teams as well as knowledge required by companies wishing to launch projects with virtual teams.

Lipinski, John (2014) "Virtual Study Abroad: A Case Study," Atlantic Marketing Journal: Vol. 3 : No. 3 , Article 7.

Over 90 percent of US universities sponsor study abroad programs. Students are encouraged to engage in such programs to enhance their educational experience and increase their global awareness in our interconnected world. However, despite these efforts, students who engage in such programs are a rarity. Only 1% of US students pursue a study abroad experience each academic year. In order to address this and make key aspects of the study abroad experience available to a wider range of students, two professors decided to link their classrooms, separated by 5,102 miles, via teleconference and create a virtual study abroad class.

Wehner, A. K., Gump, A. W., & Downey, S. (2011). The effects of Second Life on the motivation of undergraduate students learning a foreign language. Computer Assisted Language Learning, 24(3), 277-289.

This research looks at how the use of the virtual world Second Life affects the motivation of students in an undergraduate Spanish course. Comparisons were made on responses to an attitude/motivation test battery completed by students enrolled in two sections of a beginning level undergraduate Spanish course. 

Ibanez, M. B., García, J. J., Galán, S., Maroto, D., Morillo, D., & Kloos, C. D. (2010, July). Multi-user 3D virtual environment for Spanish learning: A Wonderland experience. In 2010 10th IEEE International Conference on Advanced Learning Technologies (pp. 455-457). IEEE.

The authors have used the Wonderland development toolkit to deploy a 3D virtual learning environment, which is flexible enough to allow learners to improve their language skills with minimum teacher's help, setting up an instructional sequence in which fostered, motivating, and pre-designed collaboration is the key for self-learning.

Shively, R. L. (2010). From the virtual world to the real world: A model of pragmatics instruction for study abroad. Foreign Language Annals, 43(1), 105-137.

The goal of the present study is to propose a model for pragmatic instruction in study abroad that fosters both intercultural competence and language skills, is informed by research and practice, and takes advantage of the affordances that an immersion environment and new technologies offer. 

Pirius, L. K. (2007). Massively multiplayer online game virtual environments: A potential locale for intercultural training. Unpublished dissertation;  University of Minnesota. 

The purpose of this study is to address the educational problem of current intercultural training methods being location based, expensive, and relatively inaccessible. To address the problem, this study aims to explore the possibility of utilizing massively multiplayer online games (MMOGs) to deliver intercultural training. This study ends with a recommended model for intercultural training in a virtual environment. The model includes the process for engaging in intercultural training, as well as, necessary training components. The components include being grounded in intercultural training theory, interaction, reflection, group work, respect and trust, role-playing, a safe learning environment, a focus on developing skill, and external documents for continued learning outside of formal training.

Lee, L., & Markey, A. (2014). A study of learners’ perceptions of online intercultural exchange through Web 2.0 technologies. ReCALL, 26(3), 281-297.

This paper reports a Spanish-American telecollaborative project through which students used Twitter, blogs and podcasts for intercultural exchange over the course of one semester. The paper outlines the methodology for the project including pedagogical objectives, task design, selection of web tools and implementation. Using qualitative and quantitative data collection, the study explored how the application of Web 2.0 facilitated cross-cultural communication. How the use of digital technology affected the way in which the students viewed intercultural learning and peer feedback was examined.

Walker, U. & vom Brocke, C (2009) Integrating content-based language learning and intercultural learning online: An international eGroups collaboration. A. Brown (Ed.)(2009) Proceedings of CLESOL 2008

This paper reports on a didactic concept which integrates subject-based language learning with intercultural experience through online collaboration in an international eGroups set-up. Data from student interactions will help illustrate to what extent the eGroups model promoted interactive, communicative and intercultural competence through content-related bilingual collaboration.

This chapter addresses the question, “How can we overcome potential cultural discontinuities in online collaborative project-based learning environments?” The authors first identified differing worldviews, communication practices, and technological issues that can present barriers that frequently arise in intercultural online courses. Then they identified constructivist project-based teaching strategies that reduce these intercultural barriers. Differing worldviews can be reconciled by fostering collaboration, grouping, relevance, and metacognition. 

Gail Morong & Donna DesBiens (2016) Culturally responsive online design: learning at intercultural intersections, Intercultural Education, 27:5, 474-492, DOI: 10.1080/14675986.2016.1240901

This article presents evidence-based guidelines to inform culturally responsive online learning design in higher education. The guidelines present a base for online design methodology to support intercultural learning and enable formative evaluation of pedagogy, learning activity and assessment applications.

This chapter describes the development and implementation of a fully online intercultural communication course that aims to propel students to a higher level of intercultural competence and engagement while they are participating in an international exchange program.

Macfadyen, L. P., Chase, M., Reeder, K., & Roche, J. (2003). Matches and Mismatches in Intercultural Learning: Designing and Moderating an Online Intercultural Course. UBC Community and Partner Publications. C, . Retrieved April 8, 2020, from https://open.library.ubc.ca/collections/ubccommunityandpartnerspublicati/52387/items/1.0058422

This paper explores communicative trends in an online, facilitated course for intercultural learners. The authors examined participation rates and communicative interactivity between culturally diverse learners, and find that participation rates differ by cultural grouping, by gender and by role, and that online interactions are dominated by facilitator- learner exchanges (rather than by peer-to-peer communications). 

The evidence-based “Worldview Workshop Series” aims to increase openness to diversity and intercultural competence of faculty, staff, and administrators. Drawing from four phases of Vande Berg's (2009) transformational processes, the program contains topics on Cultural self-awareness, Awareness of others, Communication, Empathy, and Bridging cultural differences. The scores of pre- and post-test on participants’ openness to diversity were measured and compared, to examine the effect of the program on diversity awareness. Participants’ written reflections were also collected to gain rich data.

Souce: Steeb, D. R., Miller, M. L., Schellhase, E. M., Malhotra, J. V., McLaughlin, J. E., Dascanio, S. A., & Haines, S. T. (2019). Global Health Learning Outcomes by Country Location and Duration for International Experiences. American Journal of Pharmaceutical Education, 76-82.

Through a mixed-methods, longitudinal study, the article examined the impact of country income classification and rotation duration on learning outcomes such as knowledge, skills, and attitudes for students with international practice experience. Global Health competencies were measured at pre and post- using a 5-point Likert scale with open-ended questions and focus groups. The results indicated that learning outcomes were different between high and low to middle income country,

This video introduces the procedure, guidelines, criteria and deadlines of the CILMAR Seed Grant proposal submission (the PPT is attached).

Source: Kwon, S. A., Hernandez, X., & Moga, J. L. (2019). Racial segregation and the limits of international undergraduate student diversity. Race, Ethnicity and Education, 22(1), 59-72.

The authors examined how Asian American students and key Asian American units took on the responsibility of integrating the growing Asian international undergraduate population into student life organizations and activities. The study implied that the institutional arrangement reflected the university's value of diversity, but overlooked the larger patterns of racial segregation on campus, and the marginalized status of racial minority students. The study provided implications for understanding diversity enhancement initiatives in higher education.

Source: Park, K. (2019). Being Connected: Academic, Social, and Linguistic Integration of International Students (Doctoral dissertation, Purdue University).

The purpose of the study is to examine the relationship between academic and social integration of international (n = 253) and domestic students (n = 50) on campus. The results indicated that international students were more exposed to interaction with peers from different language backgrounds in formal academic contexts, such as classroom activities, peer-group work. However, neither international nor domestic students utilized opportunities in informal contexts to interact with each other. 

Source: Akdere, M., Hickman, L., & Kirchner, M. (2019). Developing Leadership Competencies for STEM Fields: The Case of Purdue Polytechnic Leadership Academy. Advances in Developing Human Resources, 21(1), 49-71.

This study describes a competency modeling framework that inform the design of STEM education programs to identify needed interpersonal skills and successfully develop them in STEM students. The authors conducted focus groups and interviews with industry partners, and validated the model through empirical investigation of student outcomes by measuring proficiency, surveying alumni, and discussing with employers. 

Source: Kozak, B., & Wang, P. H. (2019). International aviation collaboration in a study abroad program. https://docs.lib.purdue.edu/aseeil-insectionconference/2019/curriculum/2/

The study aims to improve global exposure and provide students with opportunities outside of the US aviation industry. The authors developed a study abroad program to help students explore and understand European culture, history, and its' aviation industry. The students also worked with fellow students from two European universities on a research project. The study abroad program increased students' global awareness and cultural understanding.

Source: Snodgrass, L. L. (2017). The effects of internship abroad curricular experiential interactions on the cultural intelligence of program participants (Doctoral dissertation, Purdue University).

This dissertation examined the impact of internship abroad experiential curricular interactions on the development of culturally intelligence of participants using pre- and post-test Cultural Intelligence Scale (CQS) scores. The study indicated that the experiential programs, that embedded elements of critical culture, including critical knowledge, critical thinking, critical pedagogy, and critical community, had significant effects on the growth in cultural intelligence. 

Source: Rapoport, A. (2017). Perception of global citizenship among international participants of study abroad programs. World Studies in Education, 18(1), 5-21.

This study aimed to investigate the impact of a short-term study abroad program on the development of global identity and global citizenship among international students of a US university. The results showed that the students lacked understanding and acceptance of changes in the global-national-local hierarchy or an intent to participate in globally important actions.

Source: Mody, M., Gordon, S., Lehto, X., & Adler, H. (2017). Study abroad and the development of college students' travel venturesomeness. Tourism Management Perspectives, 24, 126-138.

Applying a pre-post design, the study found that the intercultural competence and personal development obtained through study abroad had a mediating effect on student venturesomeness for students who traveled to culturally proximate countries.

Source: Czerwionka, L., & Cuza, A. (2017). Second language acquisition of Spanish service industry requests in an immersion context. Hispania, 100(2), 239-260. 

The study focuses on Spanish service industry requests in the context of food and drink for English-speaking learners of Spanish and examines their development of requests throughout a six-week study abroad program in Spain. The study compared the difference between native speakers of Spanish and non-native speaking learners. Results showed pragmatic acquisition over the program with a change in the learners' requests and an increase in appropriateness of the requests over time. 

Source: Czerwionka, L., & Cuza, A. (2017). A pragmatic analysis of L2 Spanish requests: Acquisition in three situational contexts during short-term study abroad. Intercultural Pragmatics, 14(3), 391-419.

This study investigated the acquisition of second language requests by learners and native speakers in a short-term study abroad program in Spain and in the contexts of food and drink, general merchandise, and familial. 

Source: Jesiek, Brent K., Qin Zhu, Sang Eun Woo, Julia Thompson, and Andrea Mazzurco. (2014). "Global Engineering Competency in Context: Situations and Behaviors." Online Journal of Global Engineering Education, 8(1).

In response to the need of establishing a more robust definition and developmental theory of global engineering competency, the study reports findings of a collected literature and interviews and focus groups with practicing engineers on engineering practice in a global context. The categories of situations and behaviors evident in the data set contain technical coordination, understanding and negotiating engineering cultures, and navigating ethics, standards, and regulations.

Source: Jesiek, B. K., Haller, Y., & Thompson, J. (2014). Developing Globally Competent Engineering Researchers: Outcomes-Based Instructional and Assessment Strategies from the IREE 2010 China Research Abroad Program. Advances in Engineering Education, 4(1), n1. 

The study reports on a summer engineering research abroad program – International Research and Education in Engineering (IREE) 2010 China. The authors used a mixed-method approach to collect and analyze both quantitative and qualitative data. Data source included primarily surveys, scenario-based tasks, reflective activities and blogs, interviews, focus groups, and trip report. The findings report improved learning outcomes from IREE in perceptions of readiness for a sojourn abroad, language proficiency, universal-diverse orientation, and global engineering competency.

Source: Behnke, C., Seo, S., & Miller, K. (2014). Enhancing the study abroad experience: A longitudinal analysis of hospitality-oriented, study abroad program evaluations. Tourism Management, 42, 271-281. 

The authors applied a mixed-methods approach to identify programmatic characteristics that were related to increased student satisfaction with their study abroad experience. The results indicated that the students appreciated active components and local guides in the programs.

Source: Masters, C. and Krishnan, L.A. (2015). Study Abroad and Student Learning: Tales from Zambia. ADVANCE for Speech and Hearing Online Edition, 69(11), 28,30.

The article demonstrates important lessons learned from Purdue University's Speech, Language, and Hearing Sciences (SLHS) in Zambia service-learning program. For example, community partners in the destination country are key stakeholders; learning about the country and their culture; reflecting on own cultural biases and increasing awareness; it is challenging to determine the program's impact on the community, and programs should integrate intentional activities to enhance cultural competence.

Source: 2014 - Exploring perceived communicative competence in upper-level L1 and L2 interactions in higher education, Heejung Kwon

This dissertation study explores the ways in which second language learners (L2) and native speakers of English (L1) form perceptions of one another and negotiate miscommunication in the process of intercultural competence development. The study showed that L2 were highly motivated but anxious during the interaction with L1, while L1 reported empathy toward L2 and expressed anxiety in understanding L2's needs or feelings. 

Source: Lehto, W.Y., Cai, L.A., Fu, X., & Chen, Y. (2014). Intercultural interactions outside the classroom: Narratives on a US campus. Journal of College Student Development, 55, 837-853.

Through 9 focus group sessions, the study examines how domestic and international students connected or disconnected outside the classroom and demonstrates the barriers to intercultural learning. In addition, the study suggests a number of practical implications, such as systematic interventions, community visits, and credit-based outdoor interactive activity.