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<p>This study explores the impact of a transnational team-based virtual learning experience on students’ self-perceived learning outcomes. The purpose of this research is to identify students’ self-perceived learning outcomes in virtual classrooms and describe the attributes of team members considered valuable for achieving team goals and learning success. Students who participated in a team-based international joint course across three editions from 2020 to 2022 completed reflective learning journals, which served as data collection research instruments. The researchers utilized a mixed-methods approach, combining quantitative and qualitative methods, along with thematic content analysis, to examine 327 validated source documents. The results revealed that students highly valued the transnational team-based learning activities during the virtual course. Participants highly valued the transnational nature of the course, as it facilitated effective collaboration within international teams and developed cross-cultural understanding skills. The virtual learning environment played a crucial role in enabling cultural exchange and understanding, fostering active participation, and encouraging reflective practice for groups of students from different countries and universities. Additionally, the study emphasized the development of digital skills as students engaged in transnational collaborative online learning using advanced technologies for communication and teamwork across distances. The digital learning environment positively influenced students’ motivation, sense of belonging, and camaraderie. The research identified 16 self- and hetero-identified attributes of team members, deemed valuable by participating students for achieving teamwork goals and learning outcomes. Attributes such as effective communication, collaboration, goal-oriented attitudes, and organizational skills were among the most highly regarded. These findings underscore the importance of transnational team-based virtual learning experiences in preparing students for global labor market demands. The study highlights the significance of fostering collaboration, cultural understanding, and digital literacy skills in educational settings.</p>
</abstract>

This study explores the impact of a transnational team-based virtual learning experience on students’ self-perceived learning outcomes. The purpose of this research is to identify students’ self-perceived learning outcomes in virtual classrooms and describe the attributes of team members considered valuable for achieving team goals and learning success. Students who participated in a team-based international joint course across three editions from 2020 to 2022 completed reflective learning journals, which served as data collection research instruments. The researchers utilized a mixed-methods approach, combining quantitative and qualitative methods, along with thematic content analysis, to examine 327 validated source documents. The results revealed that students highly valued the transnational team-based learning activities during the virtual course. Participants highly valued the transnational nature of the course, as it facilitated effective collaboration within international teams and developed cross-cultural understanding skills. The virtual learning environment played a crucial role in enabling cultural exchange and understanding, fostering active participation, and encouraging reflective practice for groups of students from different countries and universities. Additionally, the study emphasized the development of digital skills as students engaged in transnational collaborative online learning using advanced technologies for communication and teamwork across distances. The digital learning environment positively influenced students’ motivation, sense of belonging, and camaraderie. The research identified 16 self- and hetero-identified attributes of team members, deemed valuable by participating students for achieving teamwork goals and learning outcomes. Attributes such as effective communication, collaboration, goal-oriented attitudes, and organizational skills were among the most highly regarded. These findings underscore the importance of transnational team-based virtual learning experiences in preparing students for global labor market demands. The study highlights the significance of fostering collaboration, cultural understanding, and digital literacy skills in educational settings.

Immersive Team-Based Learning in Transnational Virtual Classrooms

European Review Of Applied Sociology

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

{"article-title":"Immersive Team-Based Learning in Transnational Virtual Classrooms"}

This study explores the impact of a transnational team-based virtual learning experience on students’ self-perceived learning outcomes. The purpose of this...

Immersive Team-Based Learning in Transnational Virtual Classrooms

Publié en ligne: 21 déc. 2023

Pages: 51 - 70

DOI: https://doi.org/10.2478/eras-2023-0010

Mots clés
team-based learning, transnational teams, virtual classrooms

© 2023 Melinda Dincă, published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Immersive Team-Based Learning in Transnational Virtual Classrooms

Publié en ligne: 21 déc. 2023

Pages: 51 - 70

DOI: https://doi.org/10.2478/eras-2023-0010

Mots clésteam-based learning, transnational teams, virtual classrooms

© 2023 Melinda Dincă, published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Mots clés
team-based learning, transnational teams, virtual classrooms