Abstract
This integrative review explores English language publications to determine trends present in Virtual Exchange (VE) research over a span of ten years. The review presents a brief introduction to VE, highlights key scholars in the field, and describes various VE models. In addition, learning outcomes and programmatic insights present in current scholarship are categorized and examined. This review can serve as a helpful tool for practitioners new to VE, as well as for scholars interested in expanding the VE research field.
Highlights
Research indicates that study abroad programs provide a gateway for students to expand their world view and become more open minded and accepting of others (Byker & Putman, 2019; Cushner, 2007; Salisbury, An, & Pascarella, 2013; Slotkin, Durie, & Eisenberg, 2012; Varela, 2017; Walters, Garii, & Walters, 2009)
In an attempt to provide a holistic understanding of the trends in the body of scholarship on the topic of Virtual Exchange (VE) to date, this review answers the following guiding questions: (1) What are some of the VE models discussed in literature? (2) What are the major learning outcomes of VE? and (3) What are the programmatic insights addressed in literature?
This integrative literature review sheds light on themes, trends, and limitations discussed in English language publications on VE over a span of a decade
Summary
Research indicates that study abroad programs provide a gateway for students to expand their world view and become more open minded and accepting of others (Byker & Putman, 2019; Cushner, 2007; Salisbury, An, & Pascarella, 2013; Slotkin, Durie, & Eisenberg, 2012; Varela, 2017; Walters, Garii, & Walters, 2009). Taras and colleagues (2021) conducted a study of employees working in GVTs and found that the benefits and challenges of working on these teams are centered around how teams manage personal and contextual diversity They recommend cross-cultural communication and diversity awareness training as well as training on online communication and collaboration tools as a way to prepare employees to work on GVTs (Taras et al, 2021). Rubin (2017) states that less than 10% of university students in the United States and Western Europe are able to partake in experiences abroad (including short-term programs and travel). These numbers are significantly lower when looking at students at U.S based community colleges where only less than 0.1% have access to such experiences. Because the ability to study and travel abroad is often only afforded to those students with financial means and the
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