Virtual exchange

Virtual exchange (also referred to as telecollaboration or online intercultural exchange among other names) is an instructional approach or practice for language learning. It broadly refers to the "notion of 'connecting' language learners in pedagogically structured interaction and collaboration" through computer-mediated communication for the purpose of improving their language skills, intercultural communicative competence, and digital literacies. Although it proliferated with the advance of the internet and web 2.0 technologies in the 1990s, its roots can be traced to learning networks pioneered by Célestin Freinet in 1920s and, according to Dooly, even earlier in Jardine's work with collaborative writing at the University of Glasglow at the end of the 17th to the early 18th century.

Virtual exchange is recognized as a field of computer-assisted language learning as it relates to the use of technology in language learning. Outside the field of language education, this type of pedagogic practice is being used to internationalize the curriculum and offer students the possibility to engage with peers in other parts of the world in collaborative online projects.

Virtual exchange is based on sociocultural views of learning inspired by Vygotskian theories of learning as a social activity.

Terms and Definitions

Different names have been used to describe the practice, ranging from terms that usually describe a particular practice within the area, such as teletandem, etandem, and tandem language learning, to more generic terms such as globally virtual connections, online interaction and exchange, online intercultural exchange, online exchange, virtual exchange, virtual connections, global virtual teams, globally-networked learning environments, collaborative online international learning (COIL), Internet-mediated intercultural foreign language education. globally networked learning, telecollaboration, and telecollaboration 2.0. Currently, it appears that ''virtual exchange'' is the most prominent term and it can be used for a variety of models and practices.

Likewise, depending on the aims and settings a variety of definitions have been applied to the practice. One of the most widely referenced definitions comes from Belz, who defines it as a partnership in which "internationally-dispersed learners in parallel language classes use Internet communication tools such as e-mail, synchronous chat, threaded discussion, and MOOs (as well as other forms of electronically mediated communication), in order to support social interaction, dialogue, debate, and intercultural exchange." As the practice is most common in language learning contexts, narrower definitions appeared as well, such as an "Internet-based intercultural exchange between people of different cultural/national backgrounds, set up in an institutional context with the aim of developing both language skills and intercultural communicative competence... through structured tasks."

Conversely, broader definitions that go beyond educational contexts emerged as well, such as "the process of communicating and working together with other people or groups from different locations through online or digital communication tools (e.g., computers, tablets, cellphones) to co-produce a desired work output. Telecollaboration can be carried out in a variety of settings (classroom, home, workplace, laboratory) and can be synchronous or asynchronous."

In 2019, a virtual Student Exchange Platform (SXP) was developed in Singapore by St. Uriel Education to facilitate international virtual exchanges by students. The raison d'etre for the SXP was to develop students' global competencies in addition to improving their scholastic performance on mathematics, science, and reading set by the OECD's Programme for International Student Assessment . During the recent COVID-19 pandemic, the SXP was well received by schools in China, Japan, Singapore, and Thailand. These virtual exchanges on the SXP allow students to participate in activities through workshops that involve virtual school visits, asynchronous and synchronous lessons on Science, technology, engineering, and mathematics (STEM lessons carried out through Educational technology such as Robotics, VR, 3D printing), virtual competitions, culinary and baking skills, language games etc. The activities on SXP allows students to break through cultural, language and attitude barriers apart from helping them to improve academic performances.

Education and Tourism converges on the SXP, as it incorporates features that allow teachers, tour guides (acting as facilitators and translators) and students to interact, co-create and collaborate on exchange activities. Virtual Exchanges take place within SXP's Spaces (Communities of Learning, as part of the pedagogy). The SXP allows parents and other stakeholders of OST (Overseas Student Tourism) to be involved as well - for instance attractions in Singapore's Sentosa that creates more excitement in the virtual environment, or cooking studios that allow overseas students to see how local delicacies can be made with 3D food printing. Participants of each virtual exchange programme can share a calendar of activities, chat with each other, share/like comments on pictures and documents, have video calls (1-1 or 1-many), assign/share tasks to students/teachers/tour guides etc. The SXP allows participants to feedback, track and resolve issues with the exchange program (for quality assurance to students/teachers/parents). By making virtual exchange activities visible, and hence actionable, it will demonstrate value to all stakeholders.

History

The origins of virtual exchange have been linked to the work of iEARN and the New York/Moscow Schools Telecommunications Project (NYS-MSTP) which was launched in 1988 by Peter Copen and the Copen Family Fund. This project stemmed from a perceived need to connect youth from the two countries during a time which was marked by tensions between the United States and the U.S.S.R. that had developed during the Cold War. With the institutional support of the Academy of Sciences in Moscow, and the New York State Board of Education, a pilot programme between 12 schools in each nation was established. Students worked in both English and Russian on projects based on their curricula, which had been designed by participating teachers. The program expanded in the early 1990s to include China, Israel, Australia, Spain, Canada, Argentina, and the Netherlands. The early 1990s saw the establishment of the organization iEARN which became officially established in 1994. One of the earliest projects, which is still running, was Margaret Riel's Learning Circles. The organization has since expanded and is currently active in over 100 countries and promotes many different projects, also in collaboration with other organizations such as The My Hero Project. This form of education which aims to integrate awareness of international communities as part of the curriculum is sometimes referred to as global education.

In foreign language education the practice of virtually connecting learners is often known as telecollaboration and is a sub-field of CALL (Computer-assisted language learning). It was first promoted as a form of network-based language learning in the 1990s through the work of educators such as Mark Warschauer

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