Reflecting on Global Virtual Teams Project: Students´ perspective

POJSLOVÁ, Blanka. Reflecting on Global Virtual Teams Project: Students´ perspective. In Beyond Horizons Conference 2032. 2023.

Základní údaje

Originální název

Reflecting on Global Virtual Teams Project: Students´ perspective

Autoři

POJSLOVÁ, Blanka

Vydání

Beyond Horizons Conference 2032, 2023

---

Další údaje

Jazyk

angličtina

Typ výsledku

Prezentace na konferencích

Obor

50301 Education, general; including training, pedagogy, didactics [and education systems]

Stát vydavatele

Česká republika

Utajení

není předmětem státního či obchodního tajemství

Označené pro přenos do RIV

Ne

Organizační jednotka

Centrum jazykového vzdělávání

Klíčová slova anglicky

intercultural competence, collaborative practices, reflection

Příznaky

Mezinárodní význam

---

Anotace

V originále

The aim of the presentation is to share Business English students´ reflections on an online virtual team project in which students simulated the experience of working in so-called Global Virtual Teams (GVTs). In the GVTs Project, Business English students from the participating universities were organised into culturally diverse teams to negotiate, research and present a project comparing a product, service or aspect of business procedure across at least two different cultures. By participating in this project work, students were developing not only their linguistic and intercultural competence in online contexts, but also a range of interrelated competences, including media literacy and collaborative practices. The Global Virtual Project had three phases. In the first phase, students working in the international virtual teams had to choose online tools that would help them with effective project communication, agree on their project and prepare short presentations outlining their project ideas to be delivered at the first plenary video conference. In the second phase, using feedback from the first video conference, the teams finalised their project outlines and started working on assembling a joint report. In the third phase, the teams presented their joint projects at the second plenary video conference and wrote a short joint reflection of the project experience to bring the exchange to a close. The joint reflection was complemented by writing individual students´ reflections on the virtual cooperation and communication. In this presentation, the joint and individual reflections will be explored and compared to show how intercultural competence and collaborative practices evolved and what this process entailed.