Ecuadorian and Canadian Student Perception of a...

Ecuadorian and Canadian Student Perception of a Neuroscience Course-Based Virtual Exchange Project

Abstract

Although study abroad programs have been shown to increase intercultural awareness, these programs are not accessible to many students due to factors such as finance and fear of culture shock. According to various reports, Canada and especially countries in Latin America have among the lowest proportion of student participation in these programs in the world. Given these barriers, we conducted a 12-week virtual exchange in two neuroscience-related courses, pairing students in Canada (N=20) with students in Ecuador (N=22). Students in this virtual exchange worked together in small inter-institution groups to develop an intervention for a neuroscience-related problem, culminating in a written report and a pitch to external judges. To better understand Canadian and Ecuadorian student experiences and takeaways from this virtual exchange, we conducted qualitative analyses on written reflections and feedback from students. Several key themes emerged from our analyses, including navigating differences, language expansion, intercultural collaboration, and inclusive atmosphere. These themes suggest our virtual exchange project successfully increased student awareness of and openness to other cultures. Although generally positive, our findings also suggest areas of improvement, particularly related to technology and time. We discuss these findings in light of current literature on the topic and provide considerations for the improvement of future virtual exchanges. Importantly, as the majority of virtual exchange literature involves partnerships with the United States, our findings add to the scholarship by highlighting the perspectives of students who have not traditionally been represented.