Immersive Team-Based Learning in Transnational Virtual Classrooms

Dincă Melinda, Berge Trond, Onițiu Atalia, Thomassen Martin, Luștrea Anca, Lucheș Daniel and Crașovan Mariana
Additional contact information
Dincă Melinda: West University of Timisoara, Timisoara, Romania
Berge Trond: Norwegian University of Science and Technology, Trondheim, Norway
Onițiu Atalia: West University of Timisoara, Timisoara, Romania
Thomassen Martin: Norwegian University of Science and Technology, Trondheim, Norway
Luștrea Anca: West University of Timisoara, Timisoara, Romania
Lucheș Daniel: West University of Timisoara, Timisoara, Romania
Crașovan Mariana: West University of Timisoara, Timisoara, Romania

European Review of Applied Sociology, 2023, vol. 16, issue 27, 51-70

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.

Keywords: team-based learning; transnational teams; virtual classrooms (search for similar items in EconPapers)
Date: 2023
References: View references in EconPapers View complete reference list from CitEc
Citations:

Downloads: (external link)
https://doi.org/10.2478/eras-2023-0010 (text/html)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:vrs:erapso:v:16:y:2023:i:27:p:51-70:n:4

DOI: 10.2478/eras-2023-0010

Access Statistics for this article

European Review of Applied Sociology is currently edited by Ciprian Panzaru

More articles in European Review of Applied Sociology from Sciendo
Bibliographic data for series maintained by Peter Golla ().