Abstract
In this chapter, the authors discussed the use of virtual exchange (VE) courses in a global context to prepare college students, including journalism students and pre-service teachers, for technology dependency and intercultural competencies through the faculty-librarian-instructional designer collaboration. They shared the pedagogical and technological issues encountered when implementing the VE courses with their international partner professors and described their journey of an ongoing process of collaboration and problem solving prior to and during the pandemic. Concrete examples were provided to demonstrate how they used VE to produce meaningful student learning outcomes and to expand accessible international education. The authors also discussed future research and further implementation of the VE courses.
TopIntroduction
Given the increasing demand of preparing students to be world citizens for today’s global society, the purpose of this book chapter is to discuss the use of technology-enhanced virtual exchange (VE) courses in a global context to prepare college students for technology dependency and intercultural competencies through a faculty-librarian-instructional designer collaboration. The authors shared the journey of collaboration with international partners prior to and during the pandemic in VE courses. Concrete examples used in VE courses were provided to produce meaningful student learning outcomes and to expand accessible international education. Overall, the objectives of the book chapter are as follows:
- 1.
To review VE in a global context, the alignment of the student learning outcomes in VE courses with high-impact practices (HIPs), its implementation at State University of New York (SUNY) Brockport, and the library website;
- 2.
To discuss the pedagogical and technological issues the authors encountered when implementing the VE courses with their international partner professors, which led to an ongoing process of collaboration and problem solving prior to and during the pandemic;
- 3.
To share the solutions and recommendations for the issues, which were implemented in the journey as the faculty-librarian-instructional designer worked together to collaborate with international partners in the process of co-planning and co-teaching;
- 4.
To provide concrete examples of various pedagogical materials and strategies, as well as crisis and non-crisis management of technology integration in the international VE curriculum to build the foundation of students’ intercultural competencies prior to and during the pandemic; and
- 5.
To explore future research possibilities based on the lessons learned, focusing on technology and pedagogy in the international VE courses for the future post-COVID 19 era.
TopBackground
In this section, the authors reviewed the definition of the virtual exchange courses in a global context and the alignment of the student learning outcomes (SLOs) with high-impact practices (HIPs). The implementation of the VE courses at SUNY and SUNY Brockport, the research site, was also introduced.
Virtual Exchange Courses (VE) in a Global Context
As the world becomes more interconnected and interdependent, there is an increasing demand for educational institutions to prepare students for solid academic knowledge, technological literacy, critical thinking and problem-solving skills, and global citizenship to be successful (Werner, 2015). Oxfam Education (2021) defines a global citizen as someone who develops awareness and understanding of the world as well as themselves, actively engages in their community, and collaborates with others, aiming to make a difference.
A virtual exchange (VE) course in a global context, using the internet and technology, provides access and tools for students to connect with the world, and offers opportunities to collaborate between faculty and students in partner institutions across countries to facilitate students’ international learning (SUNY COIL Center, “What is COIL”, 2021). A VE course can take place with international partners using any instructional delivery mode: face-to-face, hybrid or blended with partial in-person and partial online sessions, and synchronous or asynchronous online classes. It can be offered for part of a course or a full semester.
In the VE course, the students in the partner institutions exchange ideas, analyze their own identities, biases, and prejudices, challenge the existing perspectives and stereotypes, and develop self-awareness and self-understanding (Olson et al., 2007). They also gain a better understanding of diversity, reshape their own worldview and values, and practice communication skills (Kahn & Agnew, 2017). The VE course provides a cost-effective pathway for faculty in educational institutions to internationalize curricula, develop new partnerships in a global context, and create research opportunities, such as publications, presentations, and grants (Fowler et al., 2014; Zhang & Pearlman, 2018).
Key Terms in this Chapter
LibGuides: A specific platform provided by the company, Springshare, that the librarians use to develop library research guides.
Virtual Exchange: A virtual exchange (VE) course in a global context, using the internet and technology, provides access and tools for students to connect with the world, and offers opportunities to collaborate between faculty and students in partner institutions across countries to facilitate students’ international learning.
Library Research Guides: Individual webpages, linked to the main library website developed by the librarians, which provide links to reference materials, databases, journals, and websites about specific disciplines or topics.
Collaborative Online International Learning (COIL): A term used by State University of New York (SUNY), equivalent to “virtual exchanges”, which uses the internet and technology to provide access and tools for students to connect with the world, and offer opportunities to collaborate between faculty and students in partner institutions across countries to facilitate students’ learning in a global context.
High-Impact Practices (HIPs): Research-based teaching and learning practices beneficial to the development of college students, which were described by Kuh (2008) and have been adopted by the Association of American Colleges and Universities (AAC&U). This book chapter focused on common intellectual experiences, learning communities, collaborative assignments and projects, and diversity and global learning.
KWL Chart: A graphic organizer with the columns of “What I know”, “What I want to know”, and “What I learned.”
Global Citizen: Someone who develops awareness and understanding of the world as well as themselves, actively engages in their community, and collaborates with others, aiming to make a difference.
Concept Wheel: A graphic organizer which uses a big circle with different parts to help organize information.