Virtual Exchange

What is virtual exchange?

With the proliferation of online education and the use of instructional technologies in the classroom, virtual exchanges are becoming more prevalent. Virtual exchange (VE) uses technology to connect people from different countries or cultures for mutually beneficial eduational exchange and cross-cultural dialogue. Interactions are sustained over weeks or months to build trust and understanding between participants, and they are meant to be immersive, intensive and impactful for all participants. VE uses a mix of synchronous (e.g. Webex) and asynchronous (e.g. recorded video/audio material via Pronopto or through use of the Office of Curriculum and Instructional Support Maker Space studios), social media posts, or email) technologies that allow participants to interact and exchange beyond surface level connections. VE learning experiences are facilitated by trained educators and have a clear beginning, middle, and end that are centered on the participants and the project goals. VE can be incorporated in any academic subject or theme and can be used as the vehicle to discuss any topic from different perspectives. The VE program can engage learners in dialogue around a specific subject; can focus on the cross-cultural communication aspect itself; or can focus on collaborating as a diverse group to accomplish a specific discipline-specific project. VE ay take on different formats depending on the nature of the learning objectives: collaborative projects such as problem-solving, case studies, or co-creation; language-based exchanges; discussing comparative perspectives on a topic; place-based lectures, virtual site visits, or lectures on local experts; joint competitions, and so on.

Goals and common outcomes of VE

Global competencies (topics related to identity, empathy, perspective taking, critical reflection, intercultural understanding, and engaging in constructive conversations around difference)
Digital competence (the ability to communicate and collaborate effectively online)
Foreign language competence
Communication skills
Media literacy
Ability to work in a diverse cultural context
Propensity to take action on global issues in the future

VE may be part of programs across the curriculum and co-curriculum in order to increase mutual understanding and global citizenship. Like other educational activities, VE is measured by sustained and planned evaluations to ensure participants meet goals and objectives.

Information gathered from the Stevens Initiative, Erasmus EVOLVE, and the Department of State.

Why include virtual exchange as a component of a university's international education offerings

Increase access for more students to participate in global and intercultural learning. Allows for broader participation on both sides (e.g. students who are underrepresented in study abroad, partners in locations that are underrepresented or traditionally 'off limits').
Enhance educational opportunities through partnerships and cross-cultural perspectives.
Provide professional development and enhanced networks for faculty
As opposed to travel-bases courses, no travel restrictions, reduced risk and liability, more sustainable and reduced carbon footprint. Can collaborate with partners in locations that may typically be 'off limits' or difficult to access.
Minimal cost to institutions and to students.
No minimum enrollment, other than course capacity.
May provide flexibility as students can engage in their own time from anywhere.
As online learning becomes more prevalent, virtual exchanges are a natural area of expansion.
Serves as gateway by generating student interest in other cultures and increasing participation in future study abroad.
Expanded international partnerships and university exposure in nontraditional locations. May increase international recruiting in these locations.

Virtual exchange best practices from Stevens Initiative and US Dept of State ECA Collaboratory

Identify your target audiences for all of the countries/communities and determine their interest/needs in participating in the program. When possible build off other existing programs, allowing the virtual exchange component to be a value add.
Determine your outcomes for all potential participants. Determine SMART goals for all planned virtual interactions and the program overall. Incorporate the needs and interests of all partners and participants into virtual exchange curricula and implementation.
Center the virtual exchange on a project-based model learning approach.
Choose the technology and platforms appropriate for participant and program needs.
Build in lead-time for professors/facilitators to train on any technology and facilitation skills, practice and test virtual connections, and coordinate with one another. If possible, coordinate in-person meetings between facilitators to plan exchange activities.
Provide training for participatns on norms and expectations in communicating virtually with cross-cultural peers. Discuss classroom expectations and learning style differneces across the groups. Be prepared to address group dynamics or power dynamics that may present.
Blending in-person elements with virtual exchange can greatly enhance the experience for participants. Do not be afraid to bring in speakers, conduct a tour of a museum virtually, or experiment with other in-person elements.
Incorporate a miss of synchronous and asynchronous connections that allow for partipants to interact beyond the surface-level. Provide multiple modes for communication and include multiple interactions over a sustained period of time.
Take time for participants to get to know each other personally, but go deeper than "foods, flags, and festivals." Include cultural topics and structured opportunities for students to get to know one another in the curriculum.
Build flexibility and enough time into the curriculum for effective and sustained virtual exchange.
Plan appropriate program oversight to ensure that activities result in a connection between participants. Involve skilled facilitators to guide conversations and ensure deep engagement.
Build in milestones/due dates for activities to keep groups on track and motivated.
From your goals, create a robust assessment plan that all partners can assist in implementing. Integrate a variety of evaluation tools and methods to ensure participants reach program goals, learning, and participant outcomes and outputs. Revisit the curriculum or agenda after each round of virtual exchange activities.
Plan for alumni engagement after the program ends.

For a more in-depth description of virtual exchange best practices, click here.

COIL - Collaborative Online International Learning

Collaborative Online International Learning (COIL) is one specific pedagogy within the umbrella of virtual exchange. COIL "is an approach that brings students and professors together across cultures to learn, discuss and collaborate as part of their class. Professors partner to design the experience, and students partner to complete the activities designed. COIL becomes part of the class, enabling all students to have a significant intercultural experience within their course of study... COIL can be created in any discipline; interdisciplinary collaborations work well." Click here to read about COIL best practices from the American Council on Education. Sample COIL syllabi can be found on SUNY's website here.

Examples of COIL-based University Courses

Ball State's Virtual Exchange with the University of Technology, Baghdad: This project connects American and Iraqi college students who collaborate to complete a STEM project-based learning opportunity that is delivered via a computer and/or smart phone mobile platform. Read more about program impacts here.
University of Maryland Global Classroom
DePaul University Global Learning Experience
SUNY examples
Stevens Initiative projects
Gazelle International examples
ACE US-Japan COIL Initiative
Other American Council on Education examples

How to Find Partners

CMU has nearly 200 international partners around the world, and many individual faculty have professional networks around the world. These are natural places to start when seeking a partner for VE/COIL initiatives. But, what if you need help identifying a partner abroad for your course? Below are some resources to help you get started. The Office of Global Engagement can also assist in seeking partners abroad (contact Jennifer Evanuik, evanu1j@cmich.edu).

Grants Available to Fund VE/COIL Initiatives