An integrative review of literature: virtual exchange models, learning outcomes, and programmatic insights

Abstract

This integrative review explores English language publications to determine trends present in Virtual Exchange (VE) research over a span of ten years. The review presents a brief introduction to VE, highlights key scholars in the field, and describes various VE models. In addition, learning outcomes and programmatic insights present in current scholarship are categorized and examined. This review can serve as a helpful tool for practitioners new to VE, as well as for scholars interested in expanding the VE research field.

Systematic literature review on the utilization of theoretical underpinnings in virtual exchange research

“…collaborative online intercultural learning from the US). VE research 2022 has exploded over the last decade across disciplines, mirroring the rapid development of web 2.0 technologies that has enhanced the ease of and access to instant communication across the globe (Zak, 2021).…”

“…A majority have mentioned the most common perceived benefits of VE (increased intercultural, language, and digital competences) and perceived challenges of VEs (e.g. didactic, technology, and organizational barriers, Alvarez & Steiner, 2019;Chun, 2015;Çiftçi & Savaş, 2018;Helm, 2015;Luo & Gui, 2019;Zak, 2021). Some consider trends and developments in VE practice, such as increased use of a lingua franca in transnational exchanges instead of bilateral exchanges (O'Dowd, 2016), the development of VE networks for identifying possible partners and exchanges of best practices (Luo & Yang, 2018), and the evolution of VE course design and pedagogy (Chun, 2015;Dooly & Vinagre, 2021;Zak, 2021).…”

“…didactic, technology, and organizational barriers, Alvarez & Steiner, 2019;Chun, 2015;Çiftçi & Savaş, 2018;Helm, 2015;Luo & Gui, 2019;Zak, 2021). Some consider trends and developments in VE practice, such as increased use of a lingua franca in transnational exchanges instead of bilateral exchanges (O'Dowd, 2016), the development of VE networks for identifying possible partners and exchanges of best practices (Luo & Yang, 2018), and the evolution of VE course design and pedagogy (Chun, 2015;Dooly & Vinagre, 2021;Zak, 2021). Criticisms of current VE practice include the potential of superficial or failed intercultural interactions due to poorly designed tasks (Çiftçi & Savaş, 2018;Luo & Yang, 2018), and the superficial assessment of intercultural competences (Dooly & Vinagre, 2021).…”

Assessing Intercultural Competence in The Digital World: Evidence from Virtual Exchange Experience in a Study Abroad Program

“…The term "virtual exchange" was first defined as "technology-enabled, sustained, peopleto-people education programs" by various learning management organizations, including Soliya, iEARN, andGlobal Nomads Group in 2011 (O'Dowd, 2021, p. 211). However, different models of virtual exchange, including Collaborative Online International Learning (COIL), Virtual Teams, E-tandem, Telecollaboration, Soliya, and Online Intercultural Exchange (OIE) have been used in settings that develop language learning, peacebuilding, and international cultural competencies (Zak, 2021).…”

“…Data was collected and analyzed for the first 1 Literature on virtual exchange has existed and continues to grow. For recent comprehensive review and critique on existing literature, please see O'Dowd (2021) and Zak (2021). The literature review in the current paper focuses on the assessment results of intercultural competence within the virtual exchange context.…”