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

与美国、摩洛哥进行了为期一个月的异步交流，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举办了短期强化课程。我们从新生和参与跨文化交流的学生群体中收集了基线数据：一年中进行的一组异步交流;两个学期中进行的两组同步交流;以及两个短期强化在线课程。我们在2022年在线举行的全球教育合作伙伴会议上提出了“谁选择参加全球理解课程？我们在《综合制作》杂志上发表了《行动研究：虚拟交流的设计、实施和测量，以提高学生的跨文化能力》，第91 -115页。

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.