Virtual Exchange | Collaborative Online International Learning (COIL)
Collaborate across cultures without leaving home through Collaborative Online International Learning (COIL). These projects and courses connect students and faculty from Guelph with peers worldwide, building global perspectives and partnerships in a virtual classroom.
What is Virtual Exchange?
Virtual Exchange (VE) utilizes technology to foster intercultural learning opportunities within the classroom through strategic partnerships and collaboration. Thoughtful development of academic projects and conversations between a University of Guelph class and a partner abroad (university, NGO, industry, etc.) allows participants to take their learning beyond the typical classroom environment without having to leave the University of Guelph.
Students will use tools such as video conferencing and online collaborative platforms to share information, learn about each other, and work on projects together. The VE component of a course will complement the in-class discussions and content. Not only will participants gain a broader understanding of the topics discussed, but they will also have the opportunity to develop their intercultural competence.
What is Intercultural Competence?
Intercultural Competence is a knowledge base and skill set that people can use to help communicate effectively across cultures, in various situations. Often, one must start by developing their own cultural self-awareness before they can truly begin to understand the culture of others. VE interactions provide the learning opportunities necessary to develop these skills, as they require communicating, discussing, and comparing and contrasting ideas with others from different cultures.
Intercultural Competence is made up of three main aspects:
- Attitudes: openness, respect, and curiosity to learn about other cultures
- Knowledge: cultural understanding that is developed through interactions and experiences
- Skills: developing effective communication and appropriate behaviours that can be applied to new intercultural situations
Intercultural Competence is an on-going and continuous learning process. Participating in a VE or Study Abroad opportunity is only the beginning, individuals have to work towards developing these skills and be open to the new information (Deardorff 2006).
Why is intercultural competence important?
In today's globally connected world, developing Intercultural Competence is essential. These skills will help prepare students for the interconnected workforce and for navigating our diverse communities. These skills will help everyone to get the most out of their interactions with others and collaborate effectively.
Information for Faculty
There are many different ways to incorporate Virtual Exchange (VE) into your courses. Below are some examples of how VE could look and how it may progress and develop as you become more comfortable with it.
Planning a virtual exchange course
The Centre for International Programs has researched some best practices and tips to help get you started with VE. Review the information below and download the tips and tricks here for future reference.
Which aspects of your curriculum would be enhanced if students could discuss their subject with peers in another part of the world? Are there existing group tasks that could include outside presenters or students to bring international views and different cultural experiences to your subject? (UCoventry)
Consider partnering with a professor(s) from a different field of study to examine a topic from multiple perspectives.
Develop a clear and effective facilitation plan with your partner in advance. The students will need clear guidance and leadership from the faculty members during this new type of academic experience.
Include both synchronous and asynchronous course time. Synchronous time can be for lectures, discussion, sharing of text and photos. Students also need asynchronous time to reflect and prepare what they want to say during synchronous times.
Build in specific course projects and activities that will require the students to interact and collaborate in order to succeed in the course. Seek equity and active participation from all students. Think of creative ways that the students can collaborate such as working together to find a solution to a proposed problem, having a debate, making a video, or engaging in shared research.
Include internationalized/intercultural learning outcomes for the course. Provide initial training for students to prepare them for engaging with students from another culture, and continue some intercultural training and reflection throughout the course. Keep in mind that classrooms in any country may be very multicultural and not represent just one cultural perspective. Think of activities that will provide deeper intercultural engagement and reflection.
Endeavour to create a sense of trust and community amongst the group. In the beginning, casual ice-breakers are a great way for the students to get to know each other in a non-intimidating way. As you go along, include sharing activities that enable the students to share on a deeper level. Students can be encouraged to share artifacts, practices and/or perspectives that are meaningful to them.
Decide on which activity(s) you will use to promote collaboration and intercultural sharing, such as: Critical discussion / debate/ case study, Time-constrained activity (task, game, simulation, debate), Role-play, Interview, Q&A session, Data analysis / modelling / testing, Collaborative document building, research or design, Peer review (UCoventry).
Clearly outline acceptable and inacceptable behaviours concerning students interacting virtually, and encourage students to report problems or concerns.
It’s important to have check-ins and feedback throughout the course, as a means for students to reflect and troubleshoot any problems or concerns about the content or process. It’s also recommended that faculty and students monitor the number of hours they are engaged in course activities, both synchronous and asynchronous. Everyone should also have an opportunity to debrief their experience at the end of the course. All these types of feedback will help faculty to assess the impact and success of the VE experience, and to refine it for future courses.
Things to be aware of
It is important to keep in mind that when implementing a Virtual Exchange opportunity being flexible and adaptable will be key. Those experienced with VE have provided the following advice:CIP has researched some best practices and tips to help get you started with VE. Review the information below and download the tips and tricks here for future reference.
Adding a virtual exchange component(s) to your course will require more preparation and engagement throughout, compared to your regular course. However, the benefits most often outweigh the extra effort.
It is essential that you take the time to build relationships with your partner(s). You will need to work closely with them during the planning stages, as well as facilitation and check-ins throughout the duration of the course. The time spent building these relationships will make subsequent interactions and potential challenges easier to handle.
Be sure you have a technology plan and a backup plan. Decide on and test in advance which platform(s) will work for all partners. Technology is great but it can also fail (internet interruptions, quality of video calls, etc.) Having a backup plan (alternate technology or substitute activity) will ensure you don’t end up scrambling if things don’t go according to plan. Check this guide to collaborative technology to determine what technologies might be best for your course. If you are considering Microsoft Teams or Webex, this CCS guide outlines the features and differences.
Being flexible is important because of unexpected challenges such as technological difficulties or time difference issues. Situations in which both faculty and students need to be adaptable are also learning opportunities.
Incorporating a VE component into your course doesn’t have to be a huge step. It can be as simple as asking a colleague you know at a university abroad to give a virtual guest lecture in your class, or having a class from a university abroad discuss and analyze one case study with your students. It’s better to start small and then add on other virtual components with time.
It is important to consider the technology you are using during your VE programming and the privacy policies they have.