A joint international unit on dynamics, vibration, and sound was established in early 2014 for engineering students in their penultimate year at Zhejiang University (ZJU), China, and at the University of Western Australia (UWA), Australia. The unit was taught entirely in English. Dynamics and sound topics were taught live to ZJU students and vibration topics live to UWA students. Recordings were uploaded to websites so that students at each university could access the material. A set of quiz questions supplemented each recorded lecture. Tutorials and laboratory practical classes (weighted 15%) were delivered using a combination of live teaching/demonstrations and self-learning via online recordings. A group project (weighted 25%) using receptance encouraged students to self-study three chapters of an e-book on vibration. Additionally, it provided an opportunity for teamwork, internet forum discussion, computer programming, and optimization. Apart from the final exam (weighted 60%)—conducted simultaneously at each university—all assessments were completed online. This paper summarizes some key observations of the effects of various teaching methods on the students’ effort and performance at the two universities. In addition, it highlights the need for integrated live lectures, online support, and a variety of practices for effective knowledge and skills transfer.