Considering the Complexities of Virtual Student Mobility as an Approach to Inclusive Internationalisation in the Post-Pandemic Period

Autor/inn/en	Schueller, Jessica; Sahin, Betül Bulut
Titel	Considering the Complexities of Virtual Student Mobility as an Approach to Inclusive Internationalisation in the Post-Pandemic Period
Quelle	In: Perspectives: Policy and Practice in Higher Education, 27 (2023) 3, S.96-104 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3108
DOI	10.1080/13603108.2022.2116123
Schlagwörter	Electronic Learning; Student Mobility; Inclusion; Global Approach; Pandemics; COVID-19; Study Abroad; International Cooperation; Code Switching (Language); Intercultural Communication; Socialization; Well Being; Sustainability + Suchen Sie Ihr Suchwort? Student; Students; Mobility; Schüler; Schülerin; Studentin; Mobilität; Inklusion; Globales Denken; Studies abroad; Auslandsstudium; Internationale Kooperation; Internationale Zusammenarbeit; Interkulturelle Kommunikation; Socialisation; Sozialisation; Well-being; Wellness; Wohlbefinden; Nachhaltigkeit
Abstract	The COVID-19 pandemic increased virtual student mobility as an elective choice and an emergency solution. Whether brought on by the pandemic or encouraged as a solution for more sustainable international education programming, virtual student mobility is a complex method for making internationalisation more inclusive. This qualitative research examines 16 Erasmus students' experiences with emergency virtual student mobility during the COVID-19 pandemic, alongside a reflective assessment of two scholar-practitioners. Findings revealed three themes: teaching and learning challenges, the burden of environmental code-switching, and deficient intercultural socialisation as a result of missed experiences. Overall, results and findings show that some virtual student mobility programs were perceived as a concrete challenge, disappointment, and inadequate learning experience for Erasmus students. The results also challenge the purported inclusiveness of virtual student mobility programs. The paper concludes with the need to reconsider virtual student mobility as inclusive internationalisation, and offers concrete implications for policy, practice, and research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01