Abstract:

Each transformation of human interaction mediated by different technological instruments generates new ways of communication which demand diverse skills and knowledge. The following document analyzes the development of these different forms of action, within the framework of the academic strategy of Global Classroom at Tecnológico de Monterrey, where academic activities are designed between two or more universities, with a specific having a specific academic objective which is developed during the semester. These actions are established through virtual interactions using different means of digital communication to achieve a particular objective, where students develop remote work skills, assertive communication and interculturality, among other aspects.

"Through Global Classroom, 9,467 professional-level students from 124 universities in 31 countries have been impacted" (Tec de Monterrey, 2022). In this way, the scope and impact of these activities involve involves actors with different profiles, both students and participating teachers, and some special invited guests. The model works within the COIL approach (Collaborative Online International Learning), a methodology developed at the State University of New York by Jon Rubin.

Under this educational methodology, communication spaces are opened that promote both digital and non-digital communication skills, which favor the creation of new links among participants and a very particular intercultural vision. Considering the analysis of the special space-time dimension of this academic practice and the use of specialized technological tools, it is essential to understand what learning outcomes can be achieved through this communicative activity.

Beyond the handling of digital communication tools, personal interactions are the most valued by students and their ability to generate empathy is another relevant gain. The broadened perspective that is generated when issues are addressed with different ways of being regarded and handled in different parts of the world, stimulates identity processing which responds to who I am and who is the other, improving self-perception and the perception of the other.

Finally, data visualization, as well as audio, are complementary actions that favor information and knowledge management, which are increasingly valued at the professional level.

Keywords:

Global Classroom, Communicative competencies.