“Nice to get to know you”

Háhn, Judit

doi:10.30661/afinlavk.89449

Cited by 1 publication

(1 citation statement)

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“…Although VE functions as an ideal "sandpit" for experiencing and practicing intercultural online teamwork (Satar & Hauck, 2020), the challenges that participants may face need to be addressed in class (Helm, 2015). Several studies, such as Müller-Hartman and Kurek (2016), O'Dowd et al ( 2019), Fondo and Jacobetty (2020), Háhn (2020), emphasize the importance of preparing the students for online intercultural encounters and for virtual teamwork in a foreign language. They recommend that the teachers take an active role in providing socio-emotional support throughout the project, for example, by presenting online interaction strategies before the exchange or by arranging follow -up class discussions on the critical incidents that the students experience.…”

Section: Virtual Exchange As Emotionally Challengingmentioning

confidence: 99%

“I felt a bit nervous”

Háhn

2021

Apples

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Virtual Exchange is a collective term for a set of collaborative online learning practices that cut across institutional, cultural, and international borders. Moving outside their learning environments, the participants engage in project work with foreign peers. The teams have to work across time zones, use foreign languages, manage cultural differences and apply digital tools for communication and collaboration. The virtual projects enhance the development of transversal work/life skills, which are an asset in today’s global labour market. The aim of the present study is to explore the emotional trajectory of Virtual Exchange based on the students’ e-portfolios. By analysing the self-evaluations, we can get a better understanding of the emotional experience of participating in Virtual Exchange and use the findings to develop the pedagogical facilitation of such projects. The research questions address the emotions that the students described when they were reporting on their learning experiences and the individual emotional trajectories that emerge in the students’ reports. Data was collected in the form of e-portfolios that the student participants submitted at the end of a Finnish-Polish Virtual Exchange project in 2019. The “Combining Expertise from Linguistics and Tourism: A Tale of Two Cities Told in Videos” collaboration had promotional discourse in tourism as its main theme. The participants (N=25) were university students majoring in tourism (Poland) and in foreign language studies (Finland). The e-portfolios were analysed with the help of dialogical approach combined with discourse analytical insights (Sullivan, 2012).

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Section: Virtual Exchange As Emotionally Challengingmentioning

confidence: 99%