发表机构
Virginia Tech; University of Mirpurkhas（弗吉尼亚理工大学; 米尔普尔克斯大学）
机构由 AI 辅助整理，请以论文原文为准。AI 中文总结
本研究通过美巴本科计算课程的异步跨境团队合作，验证了结构化虚拟全球协作能有效提升技术学习与全球能力，其中跨文化沟通是关键驱动力。
AI 中文摘要
这篇创新实践全文论文考察了美国与巴基斯坦本科计算课程之间的一项结构化虚拟全球协作（VGC）活动。该项目旨在通过数据分析和入门机器学习中的异步国际团队合作，支持技术和跨文化技能的发展。学生通过六个阶段的项目在混合院校团队中工作，包括文化导向、数据集选择、数据清理、分析、入门机器学习和结构化报告。利用共享的计算工具，团队跨时区协调以完成一个联合数据驱动项目。对调查和定性反思数据进行了分析，以考察协作体验、沟通与文化动态、学习成果、感知价值以及全球准备度。结果显示，两个队列的学生体验均持续积极，协作过程与学习和感知价值密切相关，而跨文化沟通则成为全球准备度的主要驱动力。这些发现表明，短期、结构化的VGC可以有效地整合到计算课程中，以支持技术学习和全球能力。
英文摘要
This innovative practice full paper examines a structured Virtual Global Collaboration (VGC) activity between undergraduate computing courses in the United States and Pakistan. The project was designed to support technical and intercultural skill development through asynchronous international teamwork in data analytics and introductory machine learning. Students worked in mixed-institution teams through a six-phase project including cultural orientation, dataset selection, data cleaning, analysis, introductory machine learning, and structured reporting. Using shared computational tools, teams coordinated across time zones to complete a joint data-driven project. Survey and qualitative reflection data were analyzed to examine collaborative experience, communication and cultural dynamics, learning outcomes, perceived value, and global readiness. Results show consistently positive student experiences across both cohorts, with collaborative processes strongly associated with learning and perceived value, and cross-cultural communication emerging as the primary driver of global readiness. These findings demonstrate how short-term, structured VGC can be effectively integrated into computing courses to support both technical learning and global competence.
CommentsAccepted to the 2026 IEEE Frontiers in Education Conference (FIE 2026). 3 figures, 7 tables. (c) 2026 IEEE. Personal use of this material is permitted. Permission from IEEE must be obtained for all other uses
