Developing international virtual student exchange to enhance theory-practice transfer

Abstract

ABSTRACT The aim of this article is to describe our experiences designing a short-term virtual student exchange between Germany and Sweden and to discuss the implications of these experiences. Quantitative and qualitative material from three semesters of student evaluations relating to a course on the global aspects of social work and health in times of crisis is analyzed. The course focused on theory-practice transfer, ethnographic methods, and global citizenship, taking pedagogical and didactic inspiration from problem-based learning and co-constructive pedagogy. Our analysis concentrates on developments to the course made on the basis of student evaluations; it directs attention to the fact that teachers needed to balance giving the students the space to co-create the course, whilst maintaining a focus on learning outcomes. This is exemplified by the need to create a tangible virtual space, to provide the course with a thematic and social framework. To achieve this, not only do the learning outcomes need to be expressed clearly and does teaching have to be adapted accordingly, the digital space also needs to be perceived as welcoming and safe. To build on students’ local experiences, ethnographic methods can be used to highlight global aspects as well as theory-practice transfer.