Assessment of Chinese Students’ Progression and Perceptions in Blended Team-Based Learning Approach at an International College in China

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Abstract

Blended team-based learning (TBL) as a major component of an undergraduate course was implemented at a UK joint college in China. The core components of TBL were introduced in the course for Chinese students and their academic performance and course evaluation data with blended TBL approach was compared with solely flipped classroom and traditional lecture-based courses. Students’ perceptions regarding traditional learning and TBL were investigated and compared through the use of an online perceptual learning style preference questionnaire. Students ranked blended TBL as a superior method of learning in comparison with didactic lecturing style. Higher data retention and classroom performance was achieved within blended TBL course compared to traditional learning style. Students’ perceptions and performance suggested that blended TBL can benefit non-native English speaker students, who are studying in a remote campus, where English language is not the first spoken language and provided positive feedback on their preparedness may help them to develop higher reasoning skills. 
Original languageEnglish
Title of host publicationWorld Congress on Education: WCE-2017
Pages58-60
Number of pages3
ISBN (Electronic)978-1-908320-85-8
DOIs
Publication statusPublished - 09 Jan 2018

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