‘FORE - UEK Telecollaboration 2017’ – virtual exchange in business studies

Marchewka, Małgorzata; Raina, Reeta

doi:10.14705/rpnet.2019.35.939

Cited by 2 publications

(1 citation statement)

References 3 publications

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“…The value of virtual exchange is only just starting to be recognized by other disciplines. In business studies, for example, a few studies of relatively small-scale projects have begun to emerge (Lindner & Brien, 2019; Marchewka & Raina, 2019; Taras et al, 2013), and the X-Culture (n.d.) project brings together students from more than 40 countries to work with real companies. In these projects, students can experience working in global virtual teams (GVTs) and try to overcome some of the challenges associated with such projects, including those arising from intercultural communication.…”

Section: Literature Reviewmentioning

confidence: 99%

The Transformative Learning Potential in the Hybrid Space Between Technology and Intercultural Encounters

Jørgensen

Mason

Pedersen

et al. 2020

Journal of Studies in International Education

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As many higher education institutions strive to internationalize and develop graduates as global citizens, new technologies are supposed to be creating opportunities for geographically dispersed students to meet and develop intercultural skills. We argue, however, that there is scant evidence that these opportunities are being fully exploited. In this article, we explore some of the reasons for this by using the lens of “third space” theories to interpret data from a preliminary study of an international virtual exchange project. We found that although the project afforded some scope for critical intercultural learning, this was limited by two key factors related to the second space of the traditional classroom: the skills and attitudes of the lecturers and asymmetries in project goals. We conclude by arguing that unless higher education institutions provide more fertile conditions for projects like these, further opportunities for intercultural learning will be missed.

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Section: Literature Reviewmentioning

confidence: 99%

The Transformative Learning Potential in the Hybrid Space Between Technology and Intercultural Encounters

Jørgensen

Mason

Pedersen

et al. 2020

Journal of Studies in International Education

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Padlet en la formación inicial docente como recurso para el aprendizaje colaborativo y la escritura en inglés

Cerveró-Carrascosa,

Vidal Prades,

Martí-Puig

2024

Edutec

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El presente estudio examina las percepciones de futuros y futuras docentes de inglés como lengua extranjera en formación respecto al uso de la herramienta digital Padlet en actividades colaborativas y para el desarrollo de las producciones escritas en esta lengua y su aplicación en su futura práctica profesional. Participaron dos grupos de profesorado en formación, uno de futuros maestros y futuras maestras de educación primaria, y otro de futuros y futuras docentes de educación secundaria. Ambos grupos utilizaron Padlet en dos tareas académicas y, al finalizarlas, expresaron sus opiniones sobre su utilidad y su posible uso en el ejercicio de la profesión docente a través de un cuestionario y respondieron a preguntas abiertas de corte cualitativo. Los resultados indican que, de los dos grupos, fue el futuro profesorado de educación secundaria quien entendió Padlet como una herramienta más útil para su aprendizaje y el desarrollo de la expresión escrita en inglés. Además, ambos grupos destacaron que el uso de Padlet podría ser aplicable en sus respectivas etapas educativas para la organización y seguimiento de actividades académicas, la evaluación del aprendizaje y la adquisición de mayor conciencia del proceso de escritura.

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‘FORE - UEK Telecollaboration 2017’ – virtual exchange in business studies

Cited by 2 publications

References 3 publications

The Transformative Learning Potential in the Hybrid Space Between Technology and Intercultural Encounters

The Transformative Learning Potential in the Hybrid Space Between Technology and Intercultural Encounters

Padlet en la formación inicial docente como recurso para el aprendizaje colaborativo y la escritura en inglés

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