Simulation through virtual exchange in teacher training

Abstract

The project presented here reports a learning experience based on virtual exchange and simulation. It aims to know the potential of virtual exchange amongst pre and in-service teachers, and of web-based simulation to broaden the knowledge of future English as a Second Language or Foreign Language teachers (ESL/EFL) on educational issues such as active methodologies, including flipped classroom, shared teaching through Lesson Study, classroom management and the potential of storytelling. For this reason, pre-service teachers in Valencia carry out a simulation through virtual exchanges with future teachers, in-service teachers and university teachers from seven countries: Austria, Norway, Tunisia, the United States, Argentina, England and Romania. Mixed teams are created and a calendar for synchronous meetings is designed through Microsoft Teams. After the exchanges, the pre-service teachers from Valencia hold a reflection session ‘debriefing’ and answer individually a Likert questionnaire about their experience. Furthermore, in-service teachers and university teachers participate in another reflection session to comment on aspects of the proposal. This session, with the contributions from the professionals, gives shape to the following study.

Internationalisation at Home in Higher Education

“…In the light of the findings of the previous studies on virtual exchange (Belz & Müller-Hartmann, 2003;Kern, 2014;O'Dowd, 2017;Kern & Warschauer, 2000;Angelini & Muñiz, 2021), we can draw several conclusions about the implications of virtual exchange for international-isation at Home within Higher educational institutions (h e i s) in the underprivileged as well as the privileged corners of the world. Indeed, i a h can also include virtual mobility through virtual exchange with students of partner universities, which principally aims at integrating ic c as a learning outcome for the fulfilment of the principal goals of internationalisation at Home, namely enhancing local students' i c c, offering them opportunities for virtual collaboration in multicultural teams, consolidating their field knowledge, and sharpening their linguistic skills.…”

“…Indeed, according to Bassani & Buchem (2019), virtual exchange has been defined as a form of virtual mobility that intends to enlarge the sphere and scope of traditional intercultural learning programmes. In line with this, according to the Erasmus+ Virtual Exchange brochure, virtual Exchange has been defined as a form of virtual mobility that, through the use of technologies, can bring an unprecedented number and diversity of people together in meaningful cross-cultural learning experiences (Angelini & Muñiz, 2021). With a broad reach within and far beyond Europe's borders, it can bridge more important cultural divides, giving young people exposure to a variety of different world views and beliefs (Erasmus+ Virtual Exchange, 2019).…”

“…The intrinsic collaborative, experiential, and cross-curricular learning that Virtual Exchange has proven to offer becomes an ideal tool to foster interaction between students and educators worldwide, as well as to promote the internationalisation of higher education not only in Europe but also among other continents (Angelini & Muñiz, 2021). Virtual Exchange is acquiring a more relevant position as an alternative methodological approach and as a form of inclusive mobility for students that are unable to participate in physical mobility programmes due to different reasons, such as high costs of travelling and living in a foreign country or socio-economic, health-related, or political issues (Buchem et al, 2018).…”

Virtual Exchange for the Sake of Internationalisation at Home

“…Indeed, according to Bassani & Buchem (2019), virtual exchange has been defined as a form of virtual mobility that intends to enlarge the sphere and scope of traditional intercultural learning programmes. In line with this, according to the Erasmus+ Virtual Exchange brochure, virtual Exchange has been defined as a form of virtual mobility that, through the use of technologies, can bring an unprecedented number and diversity of people together in meaningful cross-cultural learning experiences (Angelini & Muñiz, 2021). With a broad reach within and far beyond Europe's borders, it can bridge more important cultural divides, giving young people exposure to a variety of different world views and beliefs (Erasmus+ Virtual Exchange, 2019).…”

Application of virtual simulation situational model in Russian spatial preposition teaching

“…Also, they popularize immersive, experiential, and situational learning. Angelini and Muñiz (2021) set up different scenes of language training and used virtual technology to restore real situations, such as speeches and interviews. Their findings offered learners scenes of communication and interaction.…”