Interdisciplinary communities of practice: a blended learning in higher education model

Thesis

This study investigates ​Innovative Food Systems Teaching and Learning, a postgraduate programme designed by the University of Oxford in collaboration with four higher education institutions. The programme aims to provide food systems teaching and interdisciplinary learning opportunities, to facilitate high­-level knowledge and skills needed to understand, analyze, communicate and address complex systems­-based efficiency, resiliency and sustainability challenges within the UK and globally. The purpose of this research study is to explore the ways in which the programme facilitated students’ interdisciplinary learning outcomes within a community­-based, blended learning environment. The study incorporates a variety of qualitative data collection methods including a focus group, interviews and survey, to capture students’ in­-depth interdisciplinary learning experiences associated with the programme. The findings indicate many ways in which IFSTAL demonstrated a successful community of practice and blended learning design, promoting students’ interdisciplinary learning. However, participants identified some barriers and offered recommendations to improve the programme and further enhance interdisciplinary learning outcomes. The programme’s in­-person settings facilitated students’ interdisciplinary learning but the virtual learning environment presented conflicting findings across the data collection methods, requiring further investigation.

Authors: Colley, P

• DOI: 10.5287/ora-ngewkegen
• Type of award: MSc
• Level of award: Masters
• Awarding institution: University of Oxford
• Language: English
• Keywords: Food Systems; Interdisciplinary Learning; Qualitative Research; Higher Education; Communities of Practice; Blended Learning; Cross-Institutional; Online Education