What do students learn in virtual exchange? A qualitative content analysis of learning outcomes across multiple exchanges. (2021)

• Record Type: Journal Article
• Authors: O'Dowd, Robert
• Is Part Of: International journal of educational research. Volume 109(2021)
• Publication Date: 2021
• Subjects: Virtual exchange -- Telecollaboration -- Online learning -- Intercultural learning -- Global citizenship; Education -- Evaluation -- Periodicals; Curriculum evaluation -- Periodicals; Education -- Periodicals; Program Evaluation -- Periodicals; Éducation -- Évaluation -- Périodiques; Programmes d'études -- Evaluation -- Périodiques; Éducation -- Recherche -- Périodiques; Curriculum evaluation; Education -- Evaluation; Periodicals; 370.72
• DOI: 10.1016/j.ijer.2021.101804
• Languages: English
• ISSNs: 0883-0355

Abstract

Highlights: Virtual exchange engages learners in online intercultural interaction with partners. This study presents findings from 13 virtual exchange projects. Students overcame stereotypes and gained confidence as communicators in English. Transnational and telecollaborative models of virtual exchange were compared. Learning outcomes varied according to the model of virtual exchange employed. Abstract: Virtual exchange refers to the engagement of groups of learners in online intercultural interaction and collaboration with partners from other cultural contexts or geographical locations as an integrated part of course work and under the guidance of educators and/or expert facilitators. This study presents a qualitative content analysis of reported learning outcomes by students of English in a Spanish university following their participation in one of thirteen online intercultural exchanges. Based on the analysis of 345 learner portfolios, several key themes were identified which provide insight into the type of learning which virtual exchange can contribute to second language classrooms. These included how virtual exchange contributed to overcoming students' stereotypes, gaining confidence as communicators in their second language (L2) and reconceptualizing English as a tool for communication rather than as an abstract academic activity. A comparison of two models of virtual exchange within the dataset also revealed how task design can influence the outcomes of this activity.