A Decade of Globally Distributed Collaborative Learning: Lessons Learned from Cross-National Virtual Teams

Cogburn, Derrick L.; Levinson, Nanette S.; Ramnarine-Rieks, Angela; Vasquez, Fatima K. Espinoza

doi:10.1109/hicss.2010.11

Cited by 7 publications

(3 citation statements)

References 22 publications

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“…For instance, recommended practices refined during 10 years of running an IT and Society course administered jointly by Swedish and U.S. universities include sessions with a cultural awareness expert to promote trust-building, assigned reflections on the value of the international collaboration, selection of projects in areas of high social relevance, and the provision of an external mentor for each group (Daniels, Cajander, & Pears, 2010). These findings match those reported by Cogburn, Levinson, Ramnarine-Rieks, and Vasquez (2010) in their work evaluating a decade-long experience running cross-national graduate seminars.…”

Section: Review Of the Literature On Virtual International Course Offerings In Stemsupporting

confidence: 89%

A Virtual Educational Exchange

Abrahamse

Johnson

Levinson

et al. 2014

Journal of Studies in International Education

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Increasingly, international competence is considered an important skill to be acquired from an undergraduate education. Because international exchange presents a challenge to many students, there is a need to develop and implement alternative means for incorporating international and cross-cultural experiences into the undergraduate classroom. We report on the implementation of a semester-long, virtually shared course offering between a U.S. and a Bolivian university. As STEM (science, technology, engineering, and mathematics) majors tend to be under-represented in study-abroad programs, this class sought to provide a multidisciplinary experience that could be relevant to both hard and social science majors. Furthermore, the relevance and learning impact of this class was enhanced through the incorporation of a servicelearning component in conjunction with a rural Bolivian partner organization. The results of this experience show that virtually shared classroom experiences can successfully facilitate international experiences for undergraduate students.

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Section: Review Of the Literature On Virtual International Course Offerings In Stemsupporting

confidence: 89%

A Virtual Educational Exchange

Abrahamse

Johnson

Levinson

et al. 2014

Journal of Studies in International Education

Self Cite

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“…Developed at the Center for Applied Special Technology (CAST), UDL is described as a flexible approach to curriculum design that offers ALL learners full and equal opportunities to learn [13]; [12]; [15].…”

Section: Accessible Cyberlearningmentioning

confidence: 99%

Evaluating the Role of Face-to-Face Residencies in Cross-National, Accessible Cyberlearning

Ellis

Arnone

Levinson

et al. 2014

2014 47th Hawaii International Conference on System Sciences

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This paper provides an analysis of the role faceto-face residencies play in online, cross-national, graduate degree programs. In 2011, taking a cyberlearning approach, the IDPP developed the world's first fully online masters program in international and comparative disability policy, focused on students with disabilities in the ten countries of Southeast Asia. Using this online masters program as a case study, and incorporating pre-and post-residency survey data, the paper explores the impact of its face-to-face residency in building a sense of community, achieving learning outcomes, and highlight the role of culture and trust within the student cohort as a foundation for the online graduate learning experience. Finally, the paper discusses best practices in evaluating online graduate degree programs, emphasizing the importance of an evaluation committee and an iterative evaluation model. Using pioneering research on evaluating accessible cyberlearning, it identifies what works in such settings as well as identifying future research needs.

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“…A considerable number of studies have already dealt with effects that crystallize in virtually collaborating teams (Cogburn et al, 2010;Espinosa et al, 2015;Henderson et al, 2022;Popovici, 2020). For instance, research shows that the absence of face-to-face meetings can negatively influence employee satisfaction due to the lack of socio-emotional cues (Fleischmann et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

Advancing Human-Centred Algorithm Design Through Reflective Practice

Raats

2024

Proceedings of the Annual Hawaii International Conference on System Sciences

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The COVID-19 crisis has made virtual collaboration (VC) an issue across the globe. Employees who once worked in person with their coworkers have had to work from home, relying solely on information and communication technologies to collaborate. This has led to a variety of challenges related to occupational wellbeing (OWB). This study identifies measures organizations have implemented in response. Based on 16 interviews with HR professionals, the findings reveal a number of organizational measures that may help promote OWB in VC.

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A Decade of Globally Distributed Collaborative Learning: Lessons Learned from Cross-National Virtual Teams

Cited by 7 publications

References 22 publications

A Virtual Educational Exchange

A Virtual Educational Exchange

Evaluating the Role of Face-to-Face Residencies in Cross-National, Accessible Cyberlearning

Advancing Human-Centred Algorithm Design Through Reflective Practice

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