Reflection on practice: an exploration of a virtual online collaboration as preparation for the year abroad

Claire O'Reilly

doi:10.21827/jve.4.35781

Abstract

This paper describes an exploratory online intercultural exchange that took place between two universities, one in Ireland and the other in Germany. Students worked together virtually – across cultures and disciplines – on a project-based task for assessment. Based on an analysis of the reflective learning journals submitted over the course of the semester, there is evidence that a virtual online learning environment may be considered as an effective way of preparing students for a Year Abroad (YA), triggering a path of reflection and (inter-) cultural learning. From insights gained doing this Virtual Exchange (VE), a type of inventory for virtual online collaboration is suggested, which may serve as a task-checklist for future VEs.

Highlights

Online intercultural exchange, or telecollaboration, most recently known as Virtual Exchange (VE) (O’Dowd & O’Rourke, 2019, p. 2), involves internet-mediated intercultural engagement between classes in geographically distant locations
The hope was that working with native informants in the host culture – together with guided reflection in class – would help trigger a process of deeper intercultural learning over and above the engagement with concepts in a textbook, and be an effective way to prepare the students for going abroad
The grounded theory approach, which was developed by Glaser and Strauss (1967), requires the researcher to develop common or contradictory themes and patterns from the data which can be used as a basis for interpretation (Easterby-Smith, Thorpe, & Lowe, 1991, p. 105)

Summary

Introduction

Telecollaboration, most recently known as VE (O’Dowd & O’Rourke, 2019, p. 2), involves internet-mediated intercultural engagement between classes in geographically distant locations (cf. Guth, Helm, & O’Dowd, 2012). The hope was that working with native informants in the host culture – together with guided reflection in class – would help trigger a process of deeper intercultural learning over and above the engagement with concepts in a textbook, and be an effective way to prepare the students for going abroad. Such a collaboration speaks directly to best practise for the preparation of the YA in that it intentionally structures opportunities for cross-cultural interaction and active exploration of the host country, while providing students with opportunities for reflective learning (as advocated by Engbert & Jourian, 2015)

Objectives

Discussion

Conclusion