Making the virtual tangible: using visual thinking to enhance online transnational learning

Abstract

Tangible visual thinking activities can enrich long-distance intercultural learning experiences by improving realism, respect, and equity. This occurs through the creation of boundary objects, which can be physical objects that generate shared understanding across diverse teams and disciplinary boundaries. In the case of this study, visual thinking activities produce boundary objects in the form of visual creations – such as sketches, photographs, collages, and data visualizations. Used strategically in conjunction with Collaborative Online International Learning (COIL) curricula in any academic discipline, these activities cultivate self-reflection, communication, mutual understanding, cultural learning, and cooperative work. The benefits of visual thinking enrich and enhance transnational learning, as illustrated and observed in the course of the authors’ ongoing nine-year study of Virtual Exchanges (VEs) between learners situated in the Middle East and North America. The visual thinking activities in this study complement and work in parallel with COIL curricula or existing courses that instructors have already planned. They can also occur in conjunction with regular course activities leading up to and throughout a collaboration to enhance relationship-building and trust. Visual thinking activities offer ways for learners to understand and appreciate their collaborative partnerships beyond the screen. In the context of long-distance intercultural experiences, the tangible and tactile nature of these activities reinforces the verisimilitude of the collaboration and its participants. After completing these preliminary activities, the study findings indicate an increase in the quality of projects that students produce together.