The learning outcomes of 36 "virtual study abroad programs," which engaged over 1,000 Purdue undergraduate students, are examined. Programs took place between September 2020 and June 2021. Comparison are made, as in prior years, between the learning of students who received intercultural mentoring in either individualized or group-mentored mode. Findings suggest that (a) significant learning often occurred and (b) in general, virtual study abroad was more inclusive than physical study abroad has been.
Researchers should cite this work as follows:
Yngve, K., Wilder, S. (2021). Meta-analysis of Purdue 2020-21 Virtual Study Abroad Programs.