Transforming Perspectives Through Virtual Exchange: A US-Egypt Partnership Part 2

Abstract

Collaborative online international learning programs, such as virtual exchange, that utilize telecollaborative activities have been integrated into more classrooms within the higher education setting. These programs provide students exposure to international cultures, perspectives, and ideas is no longer considered “value added”, but a prerequisite to entering many workforces. These programmatic objectives compliment Mezirow's Transformative Learning Theory, that substantiates two major elements of transformative learning are critical reflection and dialectical discourse. This study presents the second half of a qualitative inquiry into the prominent themes that arose during a virtual exchange that was conducted in March 2021 between students in the United States (US) enrolled in a global public health course and Egyptian microbiology students. This study sought to expand upon the Transformative Learning Theory through inductive analysis procedures to offer a modernized adaptation of the theoretical framework within international learning environments. Student responses enrolled in an undergraduate global public health course were collected and analyzed by two coders using inductive/open coding to identify salient codes. These codes were then summarized into categories and subsequently defined. Resulting themes include Connectedness, Openness, Acquisition of Knowledge and Skills, Communication, Cultural Identity, Anticipation of Options for New Roles, Relationships, and Actions, and Absence of Change. Several themes have corresponding categories and subcategories. Adult learning environments such as the modern college classroom have changed with the introduction and reliance upon online learning domains, as well as the diversification of higher education student demographics, accentuating the need to inductively analyze student learning processes and outcomes. In doing so, our findings provide a modernized adaptation of the Transformative Learning Theory that allows for adult learning theorists, researchers, and scholars to integrate tenets of transformative learning more appropriately. As such, this provides an opportunity for educators to coalesce the identified mechanisms (e.g., openness, cultural background, anticipation of roles and relationships) to bolster student's willingness and ability to engage in transformative critical reflections. By capitalizing on students' innate characteristics, such as open-mindedness predispositions and cultural background, educators are able to augment transformative learning strategies through tailored assignments and course activities.

Global health-based virtual exchange to improve intercultural competency in students: Long-lasting impacts and areas for improvement

“…This study was one of the first to investigate the longterm integration of Mezirow's TLT, as well as evaluate a VE program within a global public health setting. In doing so, our findings suggest that the TLT may be biased toward women's transformative learning processes, adding to the critiques present toward this framework as an adult learning theory (22). Further research is warranted to assess the appropriateness of this theory among diverse student groups and learning environments, as higher education and public health continue to diversify as they transcend national settings and enter global spaces.…”

“…Our findings point to several areas where VE programs can be improved upon as well as some of the limitations of Mezirow's TLT as a foundational theory. While students who were interviewed for this study did describe instances during the VE that were impactful or effective, these points were not included in the findings of this study as they were reinforcing the salient themes captured in Collins et al ( 22 ). Here we expatiate our analysis to consider the larger, complex issues surrounding VE programs.…”

“…It is necessary to determine whether these programs are able to maintain enduring impacts on students to truly determine the effectiveness of VE as a pedagogical strategy. Moreover, there is limited literature on the capability of COIL-based educational programs in pre-health and public health fields ( 20 – 22 ), creating a need to conduct further research on how VEs should be programmed to best serve these student populations.…”

Transforming Perspectives Through Virtual Exchange: A US-Egypt Partnership Part 1

“…Student responses were analyzed using a combination of directed content analysis and inductive/open content analysis. The results from the directed content analysis will be the focus of this manuscript and the results of the inductive content analysis are expanded upon in Part B ( 19 ). The researchers used Mezirow's Transformative Learning Theory as the guiding theoretical framework for a directed content analysis ( 15 ), which utilizes deductive processes to code text to further expand on or validate an existing framework ( 20 ).…”

“…For codes that did not fit into the predetermined themes (Mezirow's 10 stages), inductive coding was used to identify repetitive codes. A more detailed account of inductive coding procedures can be found elsewhere ( 19 ).…”