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If I were to replicate this experiment, I would create this during a time when there was an option. As in the students are able to go to Germany and there are students who are able to participate online. I would have both groups go at the same time so we can see if there really is an intercultural competence development if they get to choose to go out or go online. This may cause the results to vary as students will have the option. Another component I would like to change is adding a language component to see if that makes the students have a better time or if it has no effect at all.

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The experiment was effective as in there was good repour and the students results on the scales showed that they learned while online studying abroad. This was a good experiment because it can be replicated, it showed both qualitative and quantitative results and this was real world application for the time of COVID.

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Overall, the results show that students strongly agreed that they felt that their intercultural competence skills were improved through this online study abroad. They said they had a really fun time and felt the VR made it engaging.

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5. How did they measure the results to see if the experiment worked?

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5. How did they measure the results to see if the experiment worked?

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In order to see if this online study abroad program was the same as in person, COIL had students take pre and post tests. These tests included mostly qualitative responses of student opinions about how well the program did compared to what they thought they would get while actually abroad. COIL then took these responses and put them on an adapted Likert scale, but instead of 5 points they had used 7 points (known as an Intercultural Effectiveness Scale (IES)). This shows an observational qualitative research method because the students were using words to describe their learning. They then put these qualitative responses into an observational quantitative research method by giving it points on the 7 point scale.

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During the experiment, students participated in synchronous learning with professors via zoom, asynchronous assignments and projects, VR tours and exchanges and COIL changed a few themes to help reach the objectives through online study abroad. The price for this study abroad dropped significantly, but there were still less students than a normal study abroad course.

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During this study, COIL was seeing if there was still development of intercultural competence through virtual learning. They wanted to see if VR could take place for real life situations and if online interactions during "study abroad" were the same as real life.

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With no travel, Collaborative Online International Learning (COIL) created an online study abroad program that was usually run in Germany where engineering and business students learned about the cultural and business aspects in companies such as BMW, Audi and Mercedes.

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During the COVID-19 pandemic, no university could take students to study abroad and develop intercultural competence. However, during this research study 45% of students said they would still be interested in studying abroad.