Global Online Learning Exchange: Critically Engaging Multimodal Texts to Understand Political and Cultural Interpretations

This past spring, Jordan González, Ph.D., Assistant Professor, Education Specialties; Olivia G. Stewart, Ph.D., Assistant Professor, Education Specialties; and Ekaterina Midgette, Ph.D., Associate Professor, Education Specialties, embarked on a unique Global Online Learning Exchange (GOLE) with international partners from Dnipro State University in Ukraine.

The multilayered learning exchange encompassed Dr. González’s St. John’s Teaching English to Speakers of Other Languages graduate-level course, Human Development from a Cross-Cultural Perspective; Dr. Stewart’s St. John’s literacy graduate-level course, Digital Literacies and Learning; and multiple graduate-level Teaching English as a Foreign Language courses at Dnipro State University.

The St. John’s professors worked closely with instructors from Dnipro University to design and implement the program, meeting many times before the exchange and at least weekly during the seven-week program.

The purpose of this collaboration was to create a cross-cultural learning environment where students from different backgrounds could critically engage with multimodal texts, examining power structures and the political and cultural implications and associations within them. In homogenous groups, they asynchronously discussed ways in which they could be interpreted and reinterpreted based on different cultural perspectives.

Working on Google Classroom in groups representing each of the courses, students created multimodal projects for each course module using digital tools such as video introductions on Flip, picture books on MyStorybook.com, infographics on Canva, and voice-over presentations on Google Slides. Bringing together core concepts, students examined constructs such as diversity, equity, and inclusion by articulating definitions based on their experiences.

Of special note were the discussions students had about the benefits of culturally responsive teaching and how cultural representations within texts can provide opportunities for “windows” and “mirrors” of lived experiences. For their final project, students individually reinterpreted multimodal texts that they had collaboratively critically analyzed as a group to show it from a new cultural perspective. 

One of the most striking aspects of this collaboration was the real-world context of the Russia-Ukraine war. Many Ukrainian students faced challenges like losing Wi-Fi access when Russia bombed the largest power plant in Ukraine, which positioned the St. John’s University students to reach out, offer support, and send prayers, highlighting the privilege of democracy and the importance of global solidarity. It also provided insights into the experiences of Ukrainian students the St. John’s students may have in their future classrooms.

The learning outcomes of this experience were profound, as students gained a deeper appreciation for the complexities of power, culture, and voice in multimodal texts. They also practiced intercultural communication, collaboration, and adaptability, while group projects and reflective responses opened space for students to show growth and understanding.

One student remarked, “This experience opened my eyes to the challenges and resilience of people living in conflict zones. It made me appreciate the power of education in bringing people together.”

Another shared, “Collaborating with students from Ukraine was a humbling and enriching experience. It reminded me of the importance of empathy and understanding in our interconnected world.”

The virtual exchange experience was also highly valued by the students because it provided a unique opportunity to engage in a collaborative multicultural environment, despite the physical mobility restrictions imposed by the war and the inequity caused by noninclusive forms of internationalization. A Dnipro State University student attested that the project gave her the opportunity to collaborate with American students, which otherwise would have been inaccessible to her. In learning how to cooperate with her international peers, she found the strength to move forward. St. John’s students highlighted that integrating virtual exchange into the course opened global learning spaces that had previously been inaccessible to them due to their inability to participate in traditional study abroad exchange models.

This was a terrific experience for the three St. John’s professors and reaffirmed the transformative potential of global learning. They have already created several publications based on this exchange, some of which are co-authored with the Dnipro State University professors.

GOLE provided a deeper, cross-cultural perspective for students than our courses had achieved in the past and expanded the reach of the classroom, offering access to transformational experiences typically gained through study abroad. This collaboration exemplified the power of global online learning in breaking down barriers, fostering understanding, and preparing students for the challenges and opportunities of an increasingly interconnected world. It is a testament to St. John’s mission of providing meaningful, globally minded educational experiences for our students.