The influence of different modes of virtual exchange on intercultural communicative competences

不同虚拟交流模式对跨文化交际能力的影响

• 批准号: 22K00795
• 负责人: E・A Kane
• 金额: $ 2.66万
• 依托单位: The University of Shimane
• 依托单位国家: 日本
• 项目类别: Grant-in-Aid for Scientific Research (C)
• 财政年份: 2022
• 资助国家: 日本
• 起止时间: 2022-04-01 至 2025-03-31
• 项目状态: 未结题
• 来源: https://kaken.nii.ac.jp/grant/KAKENHI-PROJECT-22K00795/
• 关键词: Virtual Exchange; VE; ICC; Asynchronous exchange; Synchronous exchange; Video linking; telecollaboration; Action research; CLIL

We conducted month-long asynchronous exchange with USA and Morocco, and synchronous exchange with Mexico, China, Peru, and the USA. We held short intensive courses for Japanese and American students. We collected baseline data from new students, and from student groups involved with intercultural exchange listed above: one cohort of asynchronous exchanges conducted over the year; two cohorts of synchronous exchange conducted over both semesters; and two short intensive online courses.We presented at the Global Partners in Education conference (held online in 2022) "Who chooses to take Global Understanding courses?" We published "Action Research: Designing, Implementing, and Measuring Virtual Exchange to Increase students' Intercultural Competence" in SogoSeisakuRonso, pp.91-115.

与美国、摩洛哥进行了为期一个月的非同步交流，与墨西哥、中国、秘鲁、美国进行了同步交流。我们为日本和美国学生开设了短期强化课程。我们从新生和参与上述跨文化交流的学生群体中收集了基线数据：一年内进行的异步交流队列；在两个学期进行两组同步交换；以及两门短期强化在线课程。我们在全球教育合作伙伴会议（2022年在线举行）上提出了“谁选择参加全球理解课程？”我们发表了“行动研究：设计、实施和衡量虚拟交流以提高学生的跨文化能力”，发表在《上海大学学报》第91-115页。