Abstract
Learning Community (LC) is often implemented in interdisciplinary teaching and learning that emphasizes teachers' team teaching and students' interactive learning. This study reports a blended online learning initiative between higher educational institutions in China and the U.S. This learning initiative is a blend of online and offline distant learning in STEM-related subjects. The collaborative teaching teams, which include teachers from different countries and majors, effectively blend traditional classroom instruction with online teaching and learning. The transnational blended teaching and learning via the Internet was able to overcome the limitations caused by temporal and spatial differences. The interactions between teachers and teachers, students and students, teachers and students effectively enhanced teachers' professional skills and students' learning outcomes. This practice paves a way for future interdisciplinary teaching and learning, especially in subjects that combine art, science and technology. Copyright © 2018 IEEE.
| Original language | English |
|---|---|
| Title of host publication | Proceedings of 2018 IEEE International Conference on Teaching, Assessment, and Learning for Engineering, TALE 2018 |
| Place of Publication | USA |
| Publisher | IEEE |
| Pages | 401-407 |
| ISBN (Electronic) | 9781538665220 |
| DOIs | |
| Publication status | Published - 2018 |
Citation
Zhu, Y., Zhang, Y., & Wang, M. (2018). Transnational interactive blended learning: A learning community of practice. In Proceedings of 2018 IEEE International Conference on Teaching, Assessment, and Learning for Engineering, TALE 2018 (pp. 401-407). IEEE. https://doi.org/10.1109/TALE.2018.8615179Keywords
- Global learning
- Learning community
- STEM
- Interdisciplinary blending learning
- Distance education
