Measurement and Assessment of Virtual Internationalization Outcomes in Higher Agrarian Education

Abstract

The paper deals with the application of information and communication technologies amid internationalization process in higher agrarian education. The purpose of this research is to evaluate virtual internationalization initiatives in Sumy National Agrarian University (SNAU), Ukraine. Analysis and systematization of the latest scientific works on digitalization in higher education and virtual academic programs proved that they are essential to connect students and educators worldwide in order to improve instruction, to enhance intercultural awareness across borders, to develop target languages knowledge and transversal skills, necessary for young professionals to be competitive in the information-based society. The findings of the survey stated that SNAU is integrating a growing number of international projects requiring the use of digital tools. Data on the inputs, outputs and outcomes of virtual internationalization programs from both official documents and questioning participants, students and faculty was collected and measured. Actual benefits (developing intercultural competence, accessing to global knowledge, lowering economic and environmental costs, improving foreign languages) and potential risks (brain drain, cultural homogenization and less diversity of languages and teaching modes, imbalance of resources) of virtual academic projects were assessed as well. It has been concluded that SNAU engagement in virtual international programs has contributed to the intensification of academic mobility, ensuring international standards for the quality of educational services, gaining international experience in the field of agrarian business and research due to implementation of ICT.

Fostering Media Literacy Skills in the EFL Virtual Classroom: A Case Study in the COVID-19 Lockdown Period

“…Recent surveys have proven that students' receptiveness toward the use of multiple social media tools for foreign-language learning enhances their experience of its application (Bilotserkovets & Gubina, 2019;Mc Dermott, 2013). In addition, it provides students with the training necessary to take computer-based tests of English, such as PTE Academic, TOEFL etc., to participate in telecollaboration in the field of language learning and online academic exchange programs around the world (Kobzhev et al, 2020). Lastly, it enables successful cross-cultural communication between students (Dvorghets & Shaturnaya, 2015).…”

A Study on Technology Use for Sustainable Graduate Education Internationalization at Home: Chinese Teachers’ Experiences and Perspectives

“…This may refer to faculty staff and students being satisfied that the digital internationalization of education is useful. The focus on internationalization may be developed via the virtualization of internationalization, which has the ability to boost internationalization at home and support the development of international and intercultural capabilities for all students in the setting of local higher education institutions [25,28,56]. By contrast, other researchers have noticed that the usefulness of the digital internationalization of education is more effective when it is merged with in-person education [57].…”

“…Results have shown that virtual mobility contributes positively to intercultural understanding, language learning and the globalization of higher education. In addition, virtual internationalization efforts at Ukraine's Sumy National Agricultural University (SNAU) were evaluated by Kobzhev et al (2020) [28]. The results indicate that the Sumy National Agricultural University is emphasizing the use of digital tools in its global activities and that its involvement in virtual international programs has enhanced academic mobility, guaranteed international standards for the quality of educational services and provided students with opportunities to gain international experience in the area of agrobusiness and research.…”

“…In this regard, it can be said that technology has made virtual mobility a more environmentally sustainable alternative and suitable for students [4,16,17]. This relevance may be apparent in the facilitating of collaboration between students across borders through online means [19,22], thereby enhancing the dissemination of knowledge and hence enabling them to reach various platforms available at other academic institutions [20,21,28].…”

Students’ Intercultural Contact and L2 Motivation: A Case of Indonesian EFL Students

“…Through these tools, online intercultural interaction offers valuable and genuine input and provides new environments for social interaction (Guth & Thomas, 2010). On top of that, taking into account the realities of the global lockdown, the digital environment was chosen for the creation of a newly established learning environment (Kobzhev et al, 2020). Thus, social networking sites' intercultural contact is closely associated with language learners.…”