Virtual Mobility: Catalyst for Change or Unwanted Consequence?

• In Event: Education

Proposal

Background
Physical mobility of students has been one of the conventional approaches to integrating international and intercultural experiences in students’ learning process. Events of various scale (i.e., H1N1 outbreaks in some regions of the world, conflicts and wars in Asia and Africa) have disrupted the moving of academics and students before. In 2020, COVID-19 pandemic, however, was the unprecedented force that halted academic plans for the global higher education community. In 2022, war in Ukraine became another major disruptor for the movement with academic purposes.
Central Asia, with its shared historical past with Russia, current economic and trade activities along with international borders has been caught in turmoil. Kazakhstan universities have long-lasting relations with both Russian and Ukrainian institutions. The current war does bring certain disruptions but the institutions are trying to put peace and tolerance as the highest priorities for students and academics.

Conceptual framework
Internationalization at home and internationalization abroad are the two dimensions of one concept. Internationalization as defined by Knight (2004) is “the process of integrating international, intercultural or global dimension into the purpose, functions or delivery of post-secondary education” (p.11). This conceptualization allows various modes and approaches to introducing wider array of experiences to students’ learning.
The at home mode emerged more intensively after the global disruptions; and it is making its way in academia worldwide. Some of the instruments of operationalizing the at home mode are virtual student mobility and Collaborative Online International Learning (COIL) platform, to name a few.

Inquiry
The study allows Kazakhstani students to experience learning with COIL, and then share these experiences. Mixed method inquiry explores students’ insights about internationalization at home in the Kazakhstani context. The two-week joint classes of 2023 spring semester were organized with a partner institution in Russia. Thirty students of English language departments participated in both quantitative surveys and qualitative interviews.
Quantitative surveys collected students’ responses on pre-COIL expectations (30 responses) and post-COIL academic gains (30 responses). All thirty students participated in face-to-face interviews where they shared their experiences about joint classes, curriculum, and development of their competencies, skills and language level.

Findings
The pre-COIL survey showed little awareness about the opportunities available through technology. Students were skeptical that virtual mobility could be beneficial for them. The post-COIL survey showed results that are more positive. Although, students were still opting for physical movement if given the chance, the majority acknowledged that even this virtual exchange gave them confidence and cultural awareness. The partner institution in Russia is in one of the autonomous republics the culture of which is very similar to the Kazakh culture. Students were surprised their countries share so many similarities; Kazakhstani students realized the existing diversity of cultures within Russia.
Along with the curiosity about culture, students were nervous and confused before starting the joint classes. Some shared that the whole experience of having half of the cohort joining online was awkward and unusual. Uncertainty about another university students’ level of English made the learners especially anxious. Overall, the experience was rewarding for both students and faculty members.
It is noteworthy to mention that neither Kazakh nor Russian students mentioned the ongoing war. Instead, students focused on sharing the facts about their countries that made them feel proud. As a result, nature and hobbies became the points of discussion suggested by students themselves, which speaks of their level of engagement and interest in joint classes.

Contribution
This study contributes to the larger discussions on the far-reaching capabilities of the at home mode of internationalization. The core value infused through bringing international and intercultural experiences in students’ learning is teaching students values of tolerance, reciprocity and peace. Awareness and curiosity about other countries makes learners open to plurality and diversity of the world around them.
This study also provides empirical support to virtual student mobility explored in one certain location. Even if the results cannot be generalized, this particular case demonstrates the operationalization of the at home mode is worth institutional efforts and resources.

Authors

• Dana Abdrasheva, Korkyt ata Kyzylorda University

• Beibitkul Karimova, Korkyt ata Kyzylorda University