Virtual Partnerships: Engaging Students in E-service Learning Using Computer-mediated Communication

Abstract

Computer-mediated communication has important implications for future classroom learning which is no longer spatially bound or centred around text books. It has the ability to incorporate real-life learning whereby students can make important contributions towards solving global problems without having to leave the campus. This study looked at the impact of virtual communication processes and online tools on student and partner engagement in an on-campus undergraduate unit which enables Australian students to create communication campaigns for a non-government organization in India. The study found that the communication exchanges provided students with opportunities for intercultural dialogue, both in real and virtual spaces, and how to use Information and Communications Technology (ICT) and media within a social justice framework within a transnational working environment. Internet technologies have become part of the daily communication pattern of a new generation of students, who see it as their natural environment in which to learn, play and work. It is thus important to expand students’ use of the global digital network from superficial social interactions towards activities which enable them to become active and informed global citizens.

Teachers’ Opinions on the Use of Personal Learning Environments for Intercultural Competence

“…Additionally, some teachers believe that PLE offer effective opportunities in student relationships as they participate in learning communities focused on communication and the exchange of resources and tools [39]. Furthermore, other studies show that teachers believe the PLE enhance reciprocal learning for their students [40,41], and according to the results obtained from another investigation, they turn into subjects responsible for their own learning, which influences the development of students' personalities [42].…”

Aprendizaje-Servicio en escenarios digitales de aprendizaje: propuesta innovadora en la educación superior

“…Aunque las primeras experiencias con el ApSv no dejan de ser inductivas y basadas en la experiencia, es cierto que la amplia literatura que aborda esta modalidad del ApS construye también un marco de referencia ineludible. En efecto, destacan algunos trabajos que tratan de conceptualizar y clarificar qué sucede cuando el ApS llega a los estudiantes online (Strait y Sauer, 2004;Waldner et al, 2012), especialmente en la educación a distancia (Guthrie y McCracken, 2010, 2014, estudiando la particular forma de mediación comunicativa que se produce en este tipo de procesos (Bourelle, 2014;Harris, 2017). Algunos autores avanzan también en el análisis específico que ofrece esta nueva modalidad y las diversas maneras en que se manifiesta la combinación entre los procesos de aprendizaje y servicio online y presenciales (Waldner, McGorry y Widener, 2010).…”

Movilidad y TIC en aprendizaje-servicio: perspectivas para una sociedad global y tecnológica

“…En este tipo de proyectos de ApS, las plataformas virtuales permiten, por tanto, el establecimiento de diálogos interculturales que difícilmente podrían ser creados de otro modo (Harris, 2017). Se trata de cambiar la tradicional visión de comunidad que se tiene desde el aprendizaje-servicio por la de cibercomunidad, donde las relaciones están mediadas por ordenadores y otro tipo de soportes electrónicos (García Aretio, 2009).…”