The Link Class Project: Collaborative virtual teams between Peru and The Netherlands

Rossini, Mariella Olivos; Rincón, Sandra; Rutkowski, A.F.

doi:10.1016/j.jefas.2015.10.001

Cited by 4 publications

(4 citation statements)

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“…Virtual and collaborative learning experiences are reported to provide opportunities for students to practice and demonstrate their intercultural competency skills (Olivos Rossini, Rincón, & Rutkowski, 2015). Olivos Rossini and colleagues (2015) found students from different countries varied in their expectations about ease of use regarding the technology and how well emotions could be conveyed virtually (Olivos Rossini, Rincón, & Rutkowski, 2015).…”

Section: Resultsmentioning

confidence: 99%

Feasibility of virtual mock trials as a parallel teaching-assessment activity for student pharmacists at two American pharmacy programmes during the COVID-19 pandemic and beyond

et al. 2021

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Background: Student-pharmacists forced into remote-learning by the COVID-19 pandemic participated in a Virtual Mock Trial (VMT). Objectives: Feasibility of VMTs was assessed by evaluating student VMT performance, student perceptions on technology and overall experiences. Methods: The VMT was implemented via video conferencing technology in April 2020. Faculty-judges and student-jurors observed/rated student performance using pre-established rubrics. A post-VMT survey was administered electronically. Descriptive analyses were performed, and Wilcoxon-Mann-Whitney tests were conducted to compare programmes. Results: Forty-six students from Programme A (East Coast, USA) and 89 from Programme B (West Coast, USA) participated in the VMTs. The faculty-judges’ evaluation scores for student performance ranged from 85.0% to 96.7%, while the student-jurors’ evaluation scores ranged from 68.3% to 100%. Student perceptions on the four categories regarding technology use all had means > 5 on a 7-Point Likert Scale. More than 79.0% of students rated their VMT experience positively (i.e. 6 or 7). Conclusions: VMT is feasible for the current pandemic remote-learning environment, and it could be replicated in other pharmacy or healthcare programmes to enrich students' active learning in virtual education.

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Section: Resultsmentioning

confidence: 99%

Feasibility of virtual mock trials as a parallel teaching-assessment activity for student pharmacists at two American pharmacy programmes during the COVID-19 pandemic and beyond

et al. 2021

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“…Little scholarly attention has been given to the role virtual exchange programmes can have on the professional development of university students. In one of the few studies where personal development features, Rossini et al (2015) showed that Peruvian students were more interested in acquiring international competencies from the virtual exchange experience than were their Dutch counterparts. It is possible that non-Western students place more importance on professional development.…”

Section: Discussionmentioning

confidence: 99%

“…Despite these benefits, few students can participate in these programmes (Chia, Poe, & Singh, 2008;Abrahamse et al, 2014). This is particularly true for university students in developing countries, as the costs of these programmes are high and funding is limited (Rossini, Rincón, & Rutkowski, 2015). Garcés and O'Dowd (2021) rightly claim that the lack of physical mobility for many students makes studying abroad an elitist activity.…”

Section: Introductionmentioning

confidence: 99%

Choosing to learn outside the classroom: Rural South African students’ motivation for and benefits of participating in voluntary international virtual exchanges

Breshears,

Du Plessis

2024

Sotls

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In recent years, universities have adopted virtual exchange programmes to promote intercultural competencies, language acquisition, and global citizenship among students. Virtual exchange is praised as a way to provide international experiences to students who do not have the means to study abroad. Current literature on virtual exchange programmes largely focuses on Western experiences, with little attention to the developing countries that participate in these programmes. The purpose of this study is to explore rural South African students’ motivations for participation and perceptions of their experiences in their virtual exchange with a midwestern university in the United States of America (USA). 47 students at the University of the Free State’s (UFS) Qwaqwa campus took part in four virtual online connections over the course of two months. Unlike most virtual exchange programmes represented in extant research, students participated in the programme voluntarily rather than as part of their prescriptive coursework. Through a focus group interview with 16 of the students at the conclusion of the interactions, we explored their motivations for taking part in the programme, as well as their perceived benefits of participation. Students were overwhelmingly positive about their experience and identified three types of advantages for participation: building relationships, building knowledge, and professional development.

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“…Se concuerda con la investigación hecha por Journal of Economics en que uno de los principales desafíos que se presentan en estos ejercicios es la coordinación de los equipos a distancia y el empalme que debe existir entre los individuos para generar un entorno agradable de trabajo (Olivos Rossini et al, 2015). Si vemos esta declaración en los resultados obtenidos, se prevé la implementación de dinámicas que mitiguen estas variables y así garantizar la correcta ejecución de los proyectos.…”

Section: Discussionunclassified

Modelo de gestión de equipos virtuales en la ejecución de proyectos académicos colaborativos

Borrero-Puentes¹,

Zárate²

2020

Rev. CEA

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Al estar inmersos en la era del conocimiento, es de vital importancia que los profesionales, en especial los ingenieros, tengan una formación integral donde la academia sea el principal actor que proponga actividades que permitan actuar y pensar globalmente, pues esto será la clave del crecimiento de las naciones y de la industria local. Por tal motivo, esta investigación buscó desarrollar un modelo de gestión de equipos virtuales que permitió ejecutar proyectos académicos colaborativos entre la Universidad Santo Tomás (USTA) y el Tecnológico de Costa Rica (TEC). Para ello se hizo un prepilotaje que dio a conocer las variables más importantes en este tipo de ejercicios, de las cuales destacaron la comunicación, el tiempo, el trabajo colaborativo y el manejo de las TIC. Seguidamente, se hizo una búsqueda en bases de datos como Scopus, Web Of Science y Google Académico, y se encontró que las metodologías ágiles y tradicionales en proyectos son necesarias para la estructuración y flexibilidad del mismo. Finalmente, se identificó que los individuos, los procesos y la tecnología gestan nuevos conocimientos que benefician una comunidad en concreto, potenciando así sus habilidades y transformando debilidades. De este modo, la vinculación de estos espacios en la academia hizo que los estudiantes desarrollaran una autonomía en sus procesos de aprendizaje, adquiriendo metodologías que serán de gran utilidad en la vida laboral. Adicionalmente, se pudo simular el ambiente real que viven las empresas transnacionales, lo que ayudó a consolidar y generar un panorama holístico de las actividades que realizan. Lo anterior favorece a cada uno de los involucrados, pues sus conocimientos se vieron fuertemente potenciados, y responde al problema que existe entre lo teórico y la praxis, donde existe una gran brecha que cerrar.

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The Link Class Project: Collaborative virtual teams between Peru and The Netherlands

Cited by 4 publications

References 2 publications

Feasibility of virtual mock trials as a parallel teaching-assessment activity for student pharmacists at two American pharmacy programmes during the COVID-19 pandemic and beyond

Feasibility of virtual mock trials as a parallel teaching-assessment activity for student pharmacists at two American pharmacy programmes during the COVID-19 pandemic and beyond

Choosing to learn outside the classroom: Rural South African students’ motivation for and benefits of participating in voluntary international virtual exchanges

Modelo de gestión de equipos virtuales en la ejecución de proyectos académicos colaborativos

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