This presentation reports a case study of students who have gone through an online study abroad program during the COVID-19 pandemic at a Japanese university. The students in this study are enrolled in a liberal arts college in the department of humanities in which they learned English linguistics, culture, education and tourism. The study abroad programs at this institution were designed to foster students' linguistic and cultural awareness, as well as their cultural flexibility in a foreign environment. During the pandemic, students had to face challenges taking courses online, engaging in online discussion, and submitting and finishing coursework in a digital environment. This study utilized student reflections to understand students' feelings and perceptions of learning in a digital environment during the pandemic, and specifically, their learning experience in "online" study abroad. According to this data, students expressed concerns and disappointment at the beginning of the online study abroad. However, after their online study abroad, students reported that they have learned more than they thought they would, and the expectation and perception of online study abroad has changed. Based on the current study, I propose a holistic approach in assessing an online study abroad program. This approach involves setting a clear agenda and goal for students and faculty members that are different from "real" study abroad programs. For example, the assessment methods will include creating digital portfolios, focusing on communication technologies. This pandemic taught us that physical study abroad can always be susceptible to various outside forces like international disruptions, individual preferences, and people’s financial situation. In addition, the pandemic taught us that online meetings and collaboration were key factors in moving forward with various projects, in the realm of education. Online study abroad has value in learning online collaboration, reflecting on using communication technologies, managing their own schedule and learning. This presentation concludes by proposing a potential value of online study abroad with different goals and assessment methods.

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Abstract Summary
This presentation reports a case study of students who have gone through an online study abroad program during the COVID-19 pandemic at a Japanese university. The students in this study are enrolled in a liberal arts college in the department of humanities in which they learned English linguistics, culture, education and tourism. This study utilized student reflections to understand students' feelings and perceptions of learning in a digital environment during the pandemic, and specifically, their learning experience in "online" study abroad. Based on the current study, I propose a holistic approach in assessing an online study abroad program. This approach involves setting a clear agenda and goal for students and faculty members that are different from "real" study abroad programs. For example, the assessment methods will include creating digital portfolios, focusing on communication technologies.

Authors:
Marshall Klassen, Hokkaido University, Japan

About the Presenter(s)
Dr Marshall Klassen is a University Associate Professor/Senior Lecturer at Hokkaido University in Japan

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