From “virtual” to “reality”: Comparative study on student experiences on a hybrid exchange program

• In Event: Highlighted Session: Education mobility to impact community engagement: Comparative studies on design and impact for student and local actors’ learning

Proposal

Introduction
This paper presents data on an emerging form of global education programming called Hybrid Exchange Programs (HEPs) that blend virtual exchange (VE) with traditional study abroad programs. A case study is shared of US students and Brazilian students who were in an eight-week virtual exchange in a business class and who later met in person in Brazil to engage in business visits and cultural activities.
Conceptual Frameworks
The research is guided by Experiential Learning Theory (Kolb, 1984, 2015), Transformative Learning Theory (Mezirow, 1978, 1991, 1995, 2000, 2006), and Social Constructivist Theory (Dewey, 1938; Vygotsky, 1978). These theories emphasize active, collaborative, and reflective learning, which is central to this form of international education, wherein learning occurs collaboratively through social interactions among students and with facilitator support.
Literature Review
This case study fills a gap in Virtual Exchange and mobility literature. Previous works by Sabzalieva et al. (2022), Buiskool & Hudepohl (2020), Helm & O’Dowd (2020), O’Dowd (2016, 2023), and de Wit (2016) suggest the potential of such programs. Actual published case studies on this topic are limited to Purg and colleagues (2018), Erbstein and colleagues (2022), and Zheng and colleagues (2022). As such, this study fills a crucial gap.
Methodology
The researcher uses several sources of data to support this work including a self-designed survey administered at three points, observations of the VE and study abroad, and interviews with over half of the 40 participants. Questions that guide this research focus on student motivations, expected and actual skills development, and comparisons of the experiences for the US and Brazilian students. The researcher utilizes mixed methods including quantitative survey data, qualitative survey data, observations, and interviews. Statistical analyses complement coding and thematic analysis to allow for identification of patterns within the data and to enable the researcher to see how students’ objectives and perceived outcomes change over the course of the program. Comparative analysis of the US and Brazilian students’ experiences will play a central role in understanding the extent to which such programs may lead to more equitable opportunities within International Higher Education.
Findings
Initial findings suggest that the VE 1) prepared students to be open to new cultural experiences; 2) made students more aware of potential differences in communication styles, and 3) served as a starting point for building connections between the US and Brazilian students that grew stronger on-site in Brazil. 4) Brazilian students
Relevance to CIES Conference Theme and Higher Education SIG
This proposal responds to the conference theme by exploring how digital technology via Virtual Exchange is reshaping student experiences. As innovations enhance global learning opportunities for both domestic and international students, further evaluation is crucial to ensure that international education becomes more accessible and inclusive and that future program development will be responsive to a wider array of students.
Conclusion
The rapid growth of Virtual Exchange is fostering many new forms of international education that are enhancing the global learning experiences of both domestic and international students, making international education more accessible and inclusive.

Author

• Grace Cleary, University of Illinois Urbana-Champaign