Resources for Research

Pre- and Post-VE Survey Instrument

The IntCrit and IntComm Attitudes and Beliefs Survey measures critical thinking and communication and consists of 26 items. This survey has been administered to the general undergraduate population at UF, providing a point of comparison for its use with specific populations, such as students who have participated in study abroad or virtual exchange. The Office of Global Learning (OGL) can administer this survey as a pre- and post-VE assessment to UF students as one way for you to assess the effectiveness of your VE project. Contact OGL at as early as possible to request that the IntCRIT and IntCOMM Survey Instrument be administered, so they can send your students the first survey before your VE begins. You will then receive a report of the survey findings after your VE project is completed, and you can reference and cite this report in your publications.


Publications from the Field

UF Faculty Publications

  • Wood, E. A., Collins, S. L., Mueller, S., Stetten, N. E., & El-Shokry, M. (2022). Transforming perspectives through virtual exchange: A US-Egypt partnership part 1. Frontiers in Public Health, 10, 1-9.  
    Keywords: collaborative online international learning (COIL), virtual exchange, internationalization, global public health, transformative learning theory (TLT)
  • Coche, R. (2021). Course internationalization through virtual exchange: Students’ reflections about “seeing the world through the lens that is soccer.” Journalism & Mass Communication Educator, 76(4), 412–424.
    Keywords: collaborative learning, international, pedagogy, students, sports reporting
  • Marull, C., & Kumar, S. (2020). Authentic language learning through telecollaboration in online courses. TechTrends, 64, 628-635.
    Keywords: online language learning, authentic language learning, experiential learning, synchronous communication, telecollaboration, virtual exchange
  • Risner, M., & Kumar, S. (2016). Graduate student perceptions of a globally networked course. Journal of Applied Research in Higher Education, 8(3), 287-301.
    Keywords: online learning, blended learning, global education, educational technology, global competence, Globally Networked Learning Environments (GNLE)

State of the Field

  • Lee, J., & Song, J. (2019). Developing intercultural competence through study abroad, telecollaboration, and on-campus language study. Language Learning & Technology, 23(3), 178-198.
    Keywords: telecollaboration, study abroad, on-campus language study, intercultural competence
  • O’Dowd, R. (2018). From telecollaboration to virtual exchange: state-of-the‑art and the role of UNICollaboration in moving forward. Journal of Virtual Exchange, 1, 1-23.
    Keywords: virtual exchange, telecollaboration, online intercultural exchange, computer mediated communication, intercultural communication, internationalization
  • Helm, F. (2014). Developing digital literacies through virtual exchange. eLearning Papers, 38, 43-52.
    Keywords: virtual exchange, foreign language education, intercultural dialogue, digital literacies, critical literacy

Pedagogy and Practice

  • Flowers, S., Kelsen, B., & Cvitkovic, B. (2019). Learner autonomy versus guided reflection: How different methodologies affect intercultural development in online intercultural exchange. ReCALL 31(3), 221–237.
    Keywords: online intercultural exchange, social networking, guided reflection, learner autonomy, virtual exchange
  • Giralt, M., & Jeanneau, C. (2016). Preparing higher education language students for their period abroad through telecollaboration: The I-TELL Project. All Ireland Journal of Higher Education, 8(2), 2781-27821.
    Keywords: interculturality, period abroad, intercultural awareness, telecollaboration
  • Guth, S. (2013). The COIL Institute for Globally Networked Learning in the Humanities. SUNY Coil Center.