Online activities in your Virtual Exhange
There are many ways to organise online activities and it is recommended to organise them as such: Before (stage1) / During (stage2) / At the end or after the VE (stage3).
stage 1: ice breaking activities
These stages may be
stage 2: collaborating
synchronous or
asynchronous
Stage 3: reflection
depending on timetables, time difference.
Flexibility is key!
sTage 1: ice-breaking activities
It is important for the students to get to know each other for more fluid and easier communication. Whatever the length of the VE, the sooner they get to know each other, the better. These activities work best when synchronous, this is when students get to know one another, and this creates a more friendly atmosphere. If that is not possible, students and facilitators can share videos, which is a great way to connect with the other participants.
stage 3: Reflection
It is recommended to think of reflection activities whose goals are important for students and teachers. For students, it is a way to see what the students have learnt about the experience, what they have enjoyed or not and for teachers it is also important to reflect on the experience in case of an iteration. There are many ways to reflect on a VE. This reflective exercise can be different according to the students’ contexts. This can either be a written portfolio or an oral piece.
Balance asynchronous and synchronous learning activities
A fully online course typically includes a combination of asynchronous and synchronous learning activities. Asynchronous activities are those that students complete at their own pace, such as readings, pre-recorded lectures, knowledge clips, discussion forums, assignments, group projects, and quizzes. Synchronous activities, on the other hand, occur at scheduled times and include live lectures, discussions, and group work in breakout sessions. When designing the course, thoughtfully determine which learning objectives are best achieved through self-paced, asynchronous activities and which benefit from the interaction and real-time feedback of synchronous activities. Consider how to integrate these two types of activities. For example, you might use a flipped classroom model, where asynchronous materials introduce concepts, followed by synchronous sessions for deeper exploration and application. Alternatively, asynchronous discussion forums can be used to reflect on synchronous activities and provide ongoing feedback.
Stage 2: collaboration
A common strategy in Virtual Exchange is to have the students plan their own group/pair meetings. After information exchange, comparison and analysis activities in which the students from each side need each other to find solutions to a problem (they should not be able to find the solution without working with their international peers) the students collaborate on a joint project (often using disciplinary specific competences). Student interaction is therefore encouraged both online and offline. Effective collaboration being a key element in the success of a VE, it is important for teachers and facilitators to think of milestones to check on progress, and to avoid losing out on student engagement.
Online activities in your Virtual Exhange
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Transcript
Online activities in your Virtual Exhange
There are many ways to organise online activities and it is recommended to organise them as such: Before (stage1) / During (stage2) / At the end or after the VE (stage3).
stage 1: ice breaking activities
These stages may be
stage 2: collaborating
synchronous or
asynchronous
Stage 3: reflection
depending on timetables, time difference.
Flexibility is key!
sTage 1: ice-breaking activities
It is important for the students to get to know each other for more fluid and easier communication. Whatever the length of the VE, the sooner they get to know each other, the better. These activities work best when synchronous, this is when students get to know one another, and this creates a more friendly atmosphere. If that is not possible, students and facilitators can share videos, which is a great way to connect with the other participants.
stage 3: Reflection
It is recommended to think of reflection activities whose goals are important for students and teachers. For students, it is a way to see what the students have learnt about the experience, what they have enjoyed or not and for teachers it is also important to reflect on the experience in case of an iteration. There are many ways to reflect on a VE. This reflective exercise can be different according to the students’ contexts. This can either be a written portfolio or an oral piece.
Balance asynchronous and synchronous learning activities
A fully online course typically includes a combination of asynchronous and synchronous learning activities. Asynchronous activities are those that students complete at their own pace, such as readings, pre-recorded lectures, knowledge clips, discussion forums, assignments, group projects, and quizzes. Synchronous activities, on the other hand, occur at scheduled times and include live lectures, discussions, and group work in breakout sessions. When designing the course, thoughtfully determine which learning objectives are best achieved through self-paced, asynchronous activities and which benefit from the interaction and real-time feedback of synchronous activities. Consider how to integrate these two types of activities. For example, you might use a flipped classroom model, where asynchronous materials introduce concepts, followed by synchronous sessions for deeper exploration and application. Alternatively, asynchronous discussion forums can be used to reflect on synchronous activities and provide ongoing feedback.
Stage 2: collaboration
A common strategy in Virtual Exchange is to have the students plan their own group/pair meetings. After information exchange, comparison and analysis activities in which the students from each side need each other to find solutions to a problem (they should not be able to find the solution without working with their international peers) the students collaborate on a joint project (often using disciplinary specific competences). Student interaction is therefore encouraged both online and offline. Effective collaboration being a key element in the success of a VE, it is important for teachers and facilitators to think of milestones to check on progress, and to avoid losing out on student engagement.