A Democratic and Student-Centred Approach to Facilitating Teamwork Learning among First-Year Engineering Students: A Learning and Teaching Case Study

Autor/inn/en	Missingham, Dorothy; Matthews, Robert
Titel	A Democratic and Student-Centred Approach to Facilitating Teamwork Learning among First-Year Engineering Students: A Learning and Teaching Case Study
Quelle	In: European Journal of Engineering Education, 39 (2014) 4, S.412-423 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0304-3797
DOI	10.1080/03043797.2014.881321
Schlagwörter	Teamwork; Engineering Education; Peer Teaching; Case Studies; Teaching Methods; Undergraduate Students; Learning Processes; Student Motivation; Trust (Psychology); Ownership; Student Attitudes; Communication Skills; Personality Traits; Cognitive Style + Suchen Sie Ihr Suchwort? Ingenieurausbildung; Peer group teaching; Peer Group Teaching; Case study; Fallstudie; Case Study; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Schulische Motivation; Eigentum; Schülerverhalten; Kommunikationsstil; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Cognitive styles; Kognitiver Stil
Abstract	This work examines an innovative and evolving approach to facilitating teamwork learning in a generic first-year mechanical engineering course. Principles of inclusive, student-active and democratic pedagogy were utilised to engage students on both the social and personal planes. Learner opportunities to facilitate, direct and lead the learning direction were emphasised. This emphasis encouraged a rich learning process and motivated students dismissive of the need to examine their communication skills and those who initially perceived the topic as a personal intrusion. Through a sharing of curriculum decisions, a climate of trust, ownership and shared value arose. Students chose from a range of tools across personality-type indicators, learning style indicators and hierarchies of human needs, to assist their capacity to express and discuss engineering designs and concepts. Peer teaching and collaborative exercises were incorporated to provide an authentic learning context and to further the student's sense of ownership. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10