This chapter focuses on evidence-based practices of virtual exchange in higher education (HE). The chapter opens with a discussion of exchange programs in HEIs. A cursory look at the nature of academic exchange programs reveals the traditional models involving faculty and student mobility programs between universities have been and continue to be the modus operandi of many higher education institutions (HEI). The discussion revolves around the application of this traditional approach and the benefits that have accrued. Later sections of the chapter shift the discussion to emerging models and discusses virtual exchange as the new paradigm in global academic exchanges. Various models of virtual exchange programs are discussed with a view of documenting evidence-based global practices. The chapter concludes with change and policy recommendations and suggestions for further reading.
TopIntroduction
The world is increasingly becoming globalised and interdependent (Stacey, 2007). The global culture is evolving dynamically and there is need for people to develop multicultural literacies to be able to understand and interact in the global multiplicity (Stacey, 2007). Due to the increasingly complex and dynamic world, the aims and goals of education are constantly changing depending on the unique global contexts. The vast amount of information available in the internet means that information can be accessed from any part of the globe at any time. The emerging global challenges such as intercultural conflicts, refugee crisis, migration and cultural misunderstandings can be dealt with in a more globalised and digitally connected multicultural world. Virtual Exchange is an appropriate medium in fostering intercultural dialogue and communication thus promoting global citizenship. The role of digitisation in creating greater multicultural understanding and cooperation cannot be underestimated. Through digitised platforms, teachers can engage in social and technological change in education and address the societal challenges such as issues of gender, inclusivity and inequality. Technology has opened the space for developing a greater critical understanding and interdependence within the global economy. Teachers and students can engage in social and technological exchanges. For them to do this, they need to learn how to use technology in addressing the societal challenges such as social inequality (Dooly & Hauck, 2012), and develop better critical understanding of interdependence in a global context.
Virtual exchanges are technology-enabled, sustained, people to people education programs (O’Dowd, 2018) that present an innovative way in which educational institutions and educators are transforming and internationalizing their classes. The development of virtual exchange in higher education is a phenomenon that is gaining prominence. The role of virtual educational exchanges in the era of internationalisation and globalisation is changing the course and practice of academic mobility in higher education. There is evidence from numerous research studies (Downing, Dyment, & Stone, 2019; Lin, Shie, & Holmes, 2017; Peiser, n.d.) to confirm that virtual exchange programs contribute to better achievement of educational outcomes, intercultural understanding, increased global integration and transdisciplinary transfer of knowledge and professional skills. (Stacey, 2007) explains that Virtual exchange projects “provide learners with opportunities to interact with one another through the multiple modes of communication that new technologies provide, to negotiate meaning and understanding, to collaborate on joint projects and work across differences in transnational teams, and to question the many assumptions they may have towards each other”, pg. 2. It is evident that virtual exchanges offer opportunities for students and faculty who do not have access to physical exchange programs. This comes at a lower cost than that of the physical exchange. Research from MIT has documented that virtual exchanges can increase empathy for other cultures and perspectives and develop the willingness to work collaboratively (Stacey, 2007).
Universities are increasingly using virtual exchange networks and platforms to enhance quality of teaching, share research knowledge and increase international visibility. Despite the plethora of successful models of virtual exchange, there are inadequate attempts to systematically document them and provide an argument in favour of mainstreaming virtual exchange in Universities, particularly in Africa. While many Universities in North America and Europe have developed successful models, those in Africa have played a minimal role. Evidenced-based research reveal diverse strategies adopted by Universities in implementing virtual exchanges. Universities in Africa have not fully realised the economies of scale accruing from these models of collaborative educational partnerships.