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Online language learning using virtual classrooms: an analysis of teacher perceptions

Marni Manegre & Kashif Ali Sabiri (2020) Online language learning using virtual classrooms: an analysis of teacher perceptions, Computer Assisted Language Learning, DOI: 10.1080/09588221.2020.1770290

This study explains the emergence of virtual classrooms as an online language learning (OLL) instruction method. The authors surveyed 35 OLL teachers who teach English in virtual classrooms for their perceptions and opinions in working in this environment. The participants generally feel they get to know the students better in virtual classrooms than in other teaching environments. The teachers also perceive that students in virtual classrooms learn at the same rate or faster than in traditional classrooms and that, not only would they like to see more subjects offered online, but they also generally believe that online learning in virtual classrooms may be an alternative learning method to replace traditional classroom learning and home-schooling in most subjects. 

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A Case Study: Students’ Perception of a Collaborative Game-Based Virtual Learning Environment

X. Huang, J. He and H. Wang, "A Case Study: Students’ Perception of a Collaborative Game-Based Virtual Learning Environment," 2020 6th International Conference of the Immersive Learning Research Network (iLRN), 2020, pp. 46-53, doi: 10.23919/iLRN47897.2020.9155159.

Virtual reality (VR) technology can create an immersive English language environment and then encourage the learners to use English by presenting different collaborative communication tasks. Thus, to promote learners in using the target language skills this study applied a spherical video-based virtual reality technology to build a linguistic environment, and a collaborative learning strategy was adopted to promote their communication. Additionally, a mixed-methods research approach was used to analyze students' achievement in a traditional classroom and a virtual reality supported collaborative classroom and to evaluate their perception of the two approaches. The experimental results revealed that the collaborative classroom, supported by virtual reality, was able to enhance students' achievements. Moreover, analysis of student interviews identified their attitudes towards the virtual-reality-supported collaborative class and the use of language learning strategies in those classes. 

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The Role of Pedagogical Mentoring in Virtual Exchange

O'Dowd, R., Sauro, S. and Spector-Cohen, E. (2020), The Role of Pedagogical Mentoring in Virtual Exchange. TESOL Q, 54: 146-172. https://doi.org/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. The article begins with a proposed categorization of pedagogical mentoring reported in the literature to date. It then reports on the outcomes of a virtual exchange project carried out by three classes of initial English teacher education in Israel, Spain, and Sweden that involved two types of pedagogical mentoring. 

  1. virtual exchange

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Virtual Exchange as a Study Abroad Alternative to Foster Language and Culture Exchange in TESOL Teacher Education.

Hilliker, S. (2020). Virtual Exchange as a Study Abroad Alternative to Foster Language and Culture Exchange in TESOL Teacher Education. TESL-EJ, 23(4), n4.

Utilizing virtual exchange is an innovative instructional approach being used in higher education that can mimic a clinical virtual study abroad experience. Accordingly, this study reports on 20 participants that took a course on linguistics for ESL/EFL teachers. Teacher candidates in the U.S. were paired with EFL students at a university in Mexico taking a course to improve their spoken English. Through weekly journaling teacher candidates described student errors and reflected on the ties between what they learned in the linguistics class (theory) and made clinical decisions (practice) to help students improve their spoken English. 

  1. virtual exchange

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The Impact of International Virtual Exchange on Participation in Education Abroad

Lee, J., Leibowitz, J., & Rezek, J. (2021). The Impact of International Virtual Exchange on Participation in Education Abroad. Journal of Studies in International Education. https://doi.org/10.1177/10283153211052777

International virtual exchange is gaining popularity as an innovative approach to providing international experiences to students, particularly considering the COVID-19 pandemic. However, little research has been conducted on this unique teaching approach or how it fits into university comprehensive internationalization plans. In this paper, the authors develop a simple theoretical model to explain the impact of taking international virtual exchange classes on students’ decisions to subsequently study abroad. 

 

  1. virtual exchange

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Virtual Exchange to Develop Cultural, Language, and Digital Competencies

Machwate, S., Bendaoud, R., Henze, J., Berrada, K., & Burgos, D. (2021). Virtual Exchange to Develop Cultural, Language, and Digital Competencies. Sustainability, 13(11), 5926. MDPI AG. Retrieved from http://dx.doi.org/10.3390/su13115926

Many researchers have underlined the benefits of student mobility in strengthening their communication skills. Studying a foreign language and fostering knowledge about behavioural attitudes are the most common research cases. One of the major issues of mobility, by its very nature, is that it implies significant travel and accommodation costs. Virtual mobility, or Virtual Exchange (VE), can be introduced as a proactive alternative solution. This work presents an evaluation of a telecollaborative online course model organised as a VE between German and Moroccan universities. It was established to explore the benefits of integrating a VE experience by practicing some 21st-century knowledge elements as tools for the development of intercultural, language, and digital competencies from the perspective of mobility. 

  1. virtual exchange

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Enhancing intercultural effectiveness in international virtual student teams: an exploratory study

Petrovskaya, I., Shaposhnikov, S. Enhancing intercultural effectiveness in international virtual student teams: an exploratory study. Educ Res Policy Prac 19, 345–361 (2020). https://doi.org/10.1007/s10671-020-09262-w

The present study focused on the behavioural dimension of intercultural communication competence and investigated whether the short-term experience of working on a project assignment in a virtual multicultural team could produce an increase in students’ intercultural effectiveness. The study employed a single-group pre-test-post-test research design. The sample included 73 students representing 16 nationalities studying in Russian and Japanese universities majoring in business or economics. Students’ responses on the Intercultural Effectiveness Scale (Portalla and Chen in Intercult Commun Stud 19(3):21–37, 2010) were collected before and after the project, and paired difference tests (t test and Wilcoxon signed-rank test) were used for data analysis. Results indicate that that overall intercultural effectiveness of the students by the end of the project increased as compared to pre-test scores. 

  1. virtual intercultural teams

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Research into practice: Virtual exchange in language teaching and learning

Dooly, M., & Vinagre, M. (2021). Research into practice: Virtual exchange in language teaching and learning. Language Teaching, 1-15. doi:10.1017/S0261444821000069

In this article, the authors reflect on the ways research on Virtual Exchange (VE) has had an impact on language education practices and, conversely, areas in which research has been underexplored, misapplied or perhaps even over applied by VE practitioners in formal education settings. Starting from a brief historical overview of VE, the text first outlines the features widely accepted as key aspects of this pedagogical approach before considering to what extent research results can be identified in VE implementation. Principal topics covered are the main aims regarding language development when VE is applied, assessment of language development through VE and VE and intercultural competence. While the article is not intended as a comprehensive review, it provides insight into the main foci of VE research and how these findings are reaching the language classroom (primary, secondary and university).

  1. language learning
  2. virtual exchange

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Design and development of a web App for ICT and intercultural competences professor self-training

Ricardo-Barreto, C., & Jabba, D. (2020, October). Design and development of a web App for ICT and intercultural competences professor self-training. In 2020 12th International Conference on Education Technology and Computers (pp. 17-20).

This article describes the design and development of a web app to improve the intercultural and ICT competences of university professors, allowing them to create virtual intercultural learning environments. It proposes approaches based on principles of self-training, virtual education, interculturality, and universal learning design. Its development is adopted from the ADDIE instructional design model. The App considers the phenomenon of the use of technology as a means for self-training and appropriation of competences in virtual intercultural learning environments.

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A Descriptive Comparison of Three Virtual Journal Club Formats to Promote Evidence-Based and Intercultural Learning in Nursing Education: A Pilot Study

Schimböck, F., & Seppänen, J. (2020). A Descriptive Comparison of Three Virtual Journal Club Formats to Promote Evidence-Based and Intercultural Learning in Nursing Education: A Pilot Study.

Traditional journal club formats based on a presentation session followed by a group discussion are well-known in healthcare education but have many limitations. To overcome some of these, virtual journal club (VJC) formats using the learning management system (LMS) Moodle were developed. Aim: The aim of the study was to offer and compare three VJC formats (via forum, chat and videoconference) for nursing students of two universities in Germany and Finland and to report students’ satisfaction regarding structure, organisation, procedure and intercultural learning.

  1. virtual intercultural learning

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Challenges and other feedback: Integrating intercultural learning in the Digital Age

Bailey, A., & Gruber, A. (2020). Challenges and other feedback: Integrating intercultural learning in the Digital Age. The EuroCALL Review, 28(1), 3-14. doi:https://doi.org/10.4995/eurocall.2020.11982

This mixed method case study explored globalization and complex relationships through a virtual exchange project between students from Germany and Colombia in upper intermediate level English classes. We believed by providing a space for online conversation, written collaboration and discussion, students would enhance their plurilingual and pluricultural competence as well as their communicative competences through the medium of English as an international language (EIL).  The aim was also to enable students to investigate cultural complexity and to develop cultural curiosity. 

  1. virtual exchange

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Promoting Intercultural Competence in a Learning Activity Supported by Virtual Reality Technology

Shadiev, R., Wang, X. & Huang, Y. (2020). Promoting Intercultural Competence in a Learning Activity Supported by Virtual Reality Technology. International Review of Research in Open and Distributed Learning, 21(3), 157–174. https://doi.org/10.19173/irrodl.v21i3.4752
 
Virtual reality (VR) technology makes it possible to create an authentic virtual environment that benefits immersive learning. The authors designed an intercultural learning activity and applied VR technology to support it. Then, they investigated students’ perceptions of the learning activity, VR technology, and intercultural competence (IC) development during learning. Students from China and Uzbekistan participated in the activity, in which a pragmatic mixed-methods approach was used. The data were collected through student reports, three questionnaires, and interviews, and then analyzed. Three main findings were obtained.
 

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An examination of the effectiveness of virtual reality technology for intercultural competence development

Akdere, Mesut & Acheson-Clair, Kris & Jiang, Yeling. (2021). An examination of the effectiveness of virtual reality technology for intercultural competence development. International Journal of Intercultural Relations. 82. 109-120. 10.1016/j.ijintrel.2021.03.009. 

This study examines the effectiveness of virtual reality (VR) technology as an innovative learning platform in developing intercultural competence, including intercultural knowledge, attitudes, and beliefs.

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Challenges and other feedback: Integrating intercultural learning in the Digital Age

Bailey, A., & Gruber, A. (2020). Challenges and other feedback: Integrating intercultural learning in the Digital Age. The EuroCALL Review, 28(1), 3-14. doi:https://doi.org/10.4995/eurocall.2020.11982

This mixed method case study explored globalization and complex relationships through a virtual exchange project between students from Germany and Colombia in upper intermediate level English classes. The authors believed by providing a space for online conversation, written collaboration and discussion, students would enhance their plurilingual and pluricultural competence as well as their communicative competences through the medium of English as an international language (EIL).  The aim was also to enable students to investigate cultural complexity and to develop cultural curiosity.

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Promoting Intercultural Learning through Synchronous Video Exchange: A Talk Abroad Case Study

Citation:

Warner-Ault, A. (2020). Promoting intercultural learning through synchronous video exchange: A talk abroad case study. International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT), 10(1), 1-14.

The current study explores utilizing the ACTFL cultural framework to structure synchronous video-based speaking activities and subsequent class discussions. The study includes 39 students in two sections of an intermediate-level college Spanish course who engaged in five 30-minute conversations with native speakers of Spanish via Talk Abroad during one semester. Quantitative and qualitative data from the semester suggest students' oral proficiency and critical cultural awareness improved. A comparison of survey data indicates that student-reported satisfaction and learning via Talk Abroad was comparable to that of virtual exchanges coordinated by professors during previous semesters. These findings suggest third-party providers can provide students a similar level of learning and engagement for less of an investment in time, technology, and institutional resources than has been reported in previous studies.

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Managing Communication within Virtual Intercultural Teams

Grosse, C. U. (2002). Managing Communication within Virtual Intercultural Teams. Business Communication Quarterly, 65(4), 22–38. https://doi.org/10.1177/108056990206500404

As global companies increasingly rely on virtual teams to conduct short- and long- term projects, business students need to be prepared to manage the communication of intercultural teams. Communicating across cultures using technology can be a difficult task. It requires understanding the advantages and limitations of technol ogy and how to build relationships via technology. Virtual team members need to choose an appropriate communication channel for their purposes and be sure to balance distance work with face-to-face communication. Team leaders should encourage open communication and brainstorming, and avoid assignment of blame. Other strategies for success include: 1) develop a network of good relation ships built on trust and understanding, 2) show respect for other cultures and lan guages, and 3) understand how diversity strengthens the team.

  1. global teams
  2. virtual intercultural teams

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Globalization, reflexivity, and the project of the self: a virtual intercultural learning process

Aliakbar Jafari & Christina Goulding (2013) Globalization, reflexivity, and the project of the self: a virtual intercultural learning process, Consumption Markets & Culture, 16:1, 65-90, DOI: 10.1080/10253866.2012.659435

In this paper, the authors examine the consumption practices of young adult Iranians in the context of cultural globalization. Based on the analysis of qualitative data collected through participatory observation, in-depth interviews, and focus groups with 28 individuals in Tehran and Karaj, the authors demonstrate how, through its cultural flow (circulation of images, signs, products, etc.) globalization stimulates reflexivity in “an ongoing process of virtual intercultural learning” through which people reconstitute their lives and change their everyday consumption practices and lifestyle choices. The key contribution of the study lies in the fact that it examines consumers’ subjective consumption experiences in a society where the traditional/institutional dynamics enforce their own values and ideal lifestyles on individuals.

  1. cultural globalization
  2. virtual intercultural learning

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Today's virtual teams: Adapting lessons learned to the pandemic context

Feitosa, J., & Salas, E. (2020). Today's virtual teams: Adapting lessons learned to the pandemic context. Organizational dynamics, 100777. Advance online publication. https://doi.org/10.1016/j.orgdyn.2020.100777

Researchers have highlighted five main challenges that ordinary virtual teams face during the COVID pandemic. Considering the current situation, the authors revisit these original challenges to contextualize them with the goal of helping managers better navigate these unprecedented times.

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Virtual Exchange in Engineering to realize a learning experience based on projects using ICTs

María Fernández-Raga, Thierry Villard, Covadonga Palencia, Ana M. Castañón, Julio Viejo, and Fernando Gómez Fernández. 2019. Virtual Exchange in Engineering to realize a learning experience based on projects using ICTs. In Proceedings of the Seventh International Conference on Technological Ecosystems for Enhancing Multiculturality (TEEM'19). Association for Computing Machinery, New York, NY, USA, 689–695. DOI:https://doi.org/10.1145/3362789.3362790

The specificity of this Project, based on project-based learning (ABP) in the subjects of Fluid Mechanical Engineering in the Degree of Electrical Engineering and Degree of Measurement Engineering, is that it includes collaborative work in teams with foreign students. It incorporates virtual exchange activities carried in English, which allow to improve a large number of soft skills developed thanks to the ABP combination with intercultural interaction. This aims at increasing the motivation of the students, and improving their communicative capacity in English. This proposal will also involve strengthening their teamwork skills, and using new technologies that are basic to enable communication between team members in two different countries. Other skills will also be developed, such as better time management, individual responsibility in the tasks assigned and improved communication for non-experts, since the work has been developed with students of different degrees. Finally, this proposal will be completed by peer assessment making them more aware of their ability and their performance in the tasks.

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Bringing “Internationalization at Home” Opportunities to Community Colleges: Design and Assessment of an Online Exchange Activity between U.S. and Japanese Students

Custer L, Tuominen A. Bringing “Internationalization at Home” Opportunities to Community Colleges: Design and Assessment of an Online Exchange Activity between U.S. and Japanese Students. Teaching Sociology. 2017;45(4):347-357. doi:10.1177/0092055X16679488
  
In this article, the authors describe a virtual exchange activity that we conducted between our sociology courses at a community college in the United States and two universities in Japan. They show through their assessment of the students’ experiences that a well-coordinated, carefully crafted, technology-enhanced internationalization at home activity has the potential to offer important global learning opportunities and intercultural competency development for sociology students who may otherwise lack the means to participate in study abroad.

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A transnational model of virtual exchange for global citizenship education

O'Dowd, R. (2019). A transnational model of virtual exchange for global citizenship education. Language Teaching, 1-14. doi:10.1017/S0261444819000077

This paper begins by reviewing e-tandem and telecollaborative approaches to virtual exchange which are currently being used extensively in foreign language (FL) education and presents two case studies which illustrate the common learning outcomes and limitations of such approaches. The author then proposes an alternative model of virtual exchange which maintains many of the key characteristics of earlier approaches but which incorporates the principles of global citizenship education and which moves away from bilingual–bicultural approaches. The author concludes by outlining the main characteristics of this model and presenting some examples of how this approach could be put into practice.

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Intercultural Learning via Videoconferencing: Students' Attitudes and Experiences

Vurdien, R., & Puranen, P. (2020). Intercultural Learning via Videoconferencing: Students' Attitudes and Experiences. In Management Association, I. (Ed.), Multicultural Instructional Design: Concepts, Methodologies, Tools, and Applications (pp. 626-645). IGI Global. http://doi:10.4018/978-1-5225-9279-2.ch029

Although asynchronous communication tools have traditionally been used in online interactions, recently increasing popularity has been noted in the application of synchronous communication tools to facilitate intercultural learning. This chapter will explore and report on a study of how students from two countries, Spain and Finland, developed intercultural competence through the use of a video-conferencing platform, Adobe Connect, as a learning context. English was the lingua franca and the exchange of information was aimed at helping the students to learn about different aspects of each other's culture to develop intercultural competence. 

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Trialing Virtual Intercultural Learning With Australian and Hong Kong Allied Health Students to Improve Cultural Competency

Hyett, N., Lee, K. M., Knevel, R., Fortune, T., Yau, M. K., & Borkovic, S. (2019). Trialing Virtual Intercultural Learning With Australian and Hong Kong Allied Health Students to Improve Cultural Competency. Journal of Studies in International Education, 23(3), 389–406. https://doi.org/10.1177/1028315318786442

The purpose of this study was to trial a virtual intercultural learning activity with Australian and Hong Kong undergraduate occupational therapy and oral health students to explore cultural competency learning. The authors utilized a mixed methods study design with quantitative pre- and postsurveys and qualitative group interviews. Study findings illustrate how the activity enabled students to practice and learn intercultural communication skills, gain greater awareness and appreciation for diversity at home and abroad, and engage in global citizenship learning. 

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Understanding the "Other Side": Intercultural learning in a Spanish-English e-mail exchange

O'Dowd, R. (2003). Understanding the "Other Side": Intercultural learning in a Spanish-English e-mail exchange. Language Learning & Technology, 7(2), 118–144. http://dx.doi.org/10125/25202

This paper reviews what recent literature suggests intercultural learning to involve and then reports on a year-long e-mail exchange between Spanish and English second year university language learners. Using the results of qualitative research, the paper identifies key characteristics of e-mail exchanges which helped to develop learners' intercultural communicative competence.

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Friendship and Relationships in Virtual and Intercultural Learning: Internationalising the Business Curriculum

Crossman, J., & Bordia, S. (2011). Friendship and Relationships in Virtual and Intercultural Learning: Internationalising the Business Curriculum. Australian Journal of Adult Learning, 51(2), 329-354.

This paper reports on a qualitative research study concerned with the perceptions of university business students who collaborated on a virtual and international project to learn about intercultural communication. The findings indicated that participants capitalised on the opportunity the project presented to find friends and to negotiate and deepen relationships. In addition, the analysis revealed that social interaction also characterised and influenced the learning experience itself and had implications for engagement. 

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Evaluating the impact of virtual exchange on initial teacher education: a European policy experiment

Baroni, Alice; Dooly, Melinda; Garc´es Garc´ıa, Pilar; Guth, Sarah; Hauck, Mirjam; Helm, Francesca; Lewis, Tim; Mueller-Hartmann, Andreas; O’Dowd, Robert; Rienties, Bart and Rogaten, Jekaterina (2019). Evaluating the impact of virtual exchange on initial teacher education: a European policy experiment. Research-publishing.net.

Evaluating and Upscaling Telecollaborative Teacher Education (EVALUATE, http://www.evaluateproject.eu/) was a European policy experimentation financed by Erasmus+ which studied the impact of a telecollaborative model of virtual exchange on student teachers. This publication presents the findings of the EVALUATE experimentation and its implications for the education of future teachers. The study found that engaging student teachers in structured online intercultural collaboration as part of their formal learning can contribute to the development of their digital-pedagogical, intercultural, and foreign language competences. It can also lead to innovation and international learning in the education of future teachers.

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The Role of Pedagogical Mentoring in Virtual Exchange

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.

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Enhancing Team Performance Through Tool Use: How Critical Technology-Related Issues Influence the Performance of Virtual Project Teams

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.

 

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Virtual Study Abroad: A Case Study

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.

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The effects of Second Life on the motivation of undergraduate students learning a foreign language

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. 

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Multi-user 3D virtual environment for Spanish learning

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.

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From the virtual world to the real world: A model of pragmatics instruction for study abroad

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. 

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Massively multiplayer online game virtual environments: A potential locale for intercultural training

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.

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A study of learners’ perceptions of online intercultural exchange through Web 2.0 technologies

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.

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Integrating content-based language learning and intercultural learning online: An international eGroups collaboration

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.

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Intercultural Collaborative Project-Based Learning in Online Environments

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. 

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Culturally responsive online design: learning at intercultural intersections

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.

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Optimizing intercultural learning and engagement abroad through online mentoring

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.

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Matches and Mismatches in Intercultural Learning: Designing and Moderating an Online Intercultural Course

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). 

 

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