ORCID Profile
0000-0002-4795-8043
Current Organisations
Hosei University
,
Macquarie University
,
University of New England
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Publisher: Research-publishing.net
Date: 21-12-2020
DOI: 10.14705/RPNET.2020.47.1154
Abstract: As Virtual Exchanges (VEs) become more common in foreign language classrooms around the world, teachers are rightly asking ‘what will my students be getting from this’? If their students are advanced, they can enter into in-depth interactions thus attaining broader and deeper intercultural knowledge as a minimum, from participation in VE. However, for beginner students, VE also has much to offer. Whether they are simple intercultural interactions that have a profound effect on students who have never interacted with people from other countries and cultures or advanced interactions, VEs have the potential to improve the lives of all who participate in them. The question then is ‘why are there not more of them’? This chapter will reflect on the situation in the Asia-Pacific region noting some of the problems associated with incorporating VEs there. It will also try to show the importance of a more international approach for the incorporation of VE into education systems.
Publisher: Research-publishing.net
Date: 21-12-2020
DOI: 10.14705/RPNET.2020.47.1143
Abstract: The year 2020 will more than likely go down in history as a year many terrible things happened. Yet in the field of education it will also go down as a year in which educators had to overcome enormous hurdles, which they did emphatically. Though never going to take the place of educators, technology came to the fore in the field in 2020 and assisted educators to carry on the incredible work they do. Schools were closed due to the pandemic so education had to go online. It was due to this that Virtual Exchange (VE) started to come of age too. When study abroad programs were so badly affected by the pandemic, other options had to be entertained. When language classes had to go online, teachers started to look outside of their normal boxes. It was then they discovered VE was an option too. As more people who had not seen it before saw that technology could be beneficial to education, the options available showed themselves and the ones that were truly useful flourished. VE was a chief one among them. It is timely then, that this volume appears now.
Publisher: Research-publishing.net
Date: 28-11-2016
Publisher: Research-publishing.net
Date: 21-12-2020
DOI: 10.14705/RPNET.2020.47.9782490057788
Abstract: Virtual Exchange (VE) is of great import to language and culture teachers and researchers but is also gaining popularity in other fields. However, around the world and in the Asia-Pacific region in particular, the number of exchanges is not high and the quality of those that exist needs to continue to improve. It is essential that the latest research and best practice can be disseminated to ensure VE develops further. In this edited volume, various researchers and practitioners provide firsthand perspectives, well-researched accounts of current situations, ideas for future exchanges, and areas in need of further development. We hope it will be of use to the VE practitioner and researcher alike.
Publisher: Research-publishing.net
Date: 09-12-2019
DOI: 10.14705/RPNET.2019.38.1003
Abstract: Foreign Language (FL) classrooms should be places where, at a minimum, communication is taking place in the foreign language being taught and intercultural understanding is also being developed. However, in countries where the majority of students are from a single cultural background, it is often difficult to keep students on-task if they do not have to use the language they are studying. Virtual Exchange (VE) ensures students interact with their online peers in the FL, as it becomes the lingua-franca. However, student attitudes toward such VE in the FL classroom are still not fully understood. This paper researches students’ attitudes toward one VE, the International Virtual Exchange Project (IVEProject). Each iteration of the IVEProject is for eight weeks. Students interact asynchronously on Moodle forums in text, audio, and video. More than 15,000 students from 15 countries have participated in at least one of the VE carried out since 2016. Online surveys are carried out at the end of each exchange. Results suggest students have an overall positive attitude toward incorporating VE into FL and intercultural classes.
Publisher: Springer Nature Singapore
Date: 2021
Start Date: 2016
End Date: 2019
Funder: Japan Society for the Promotion of Science
View Funded ActivityStart Date: 2013
End Date: 2016
Funder: Japan Society for the Promotion of Science
View Funded ActivityStart Date: 2013
End Date: 2016
Funder: Japan Society for the Promotion of Science
View Funded Activity