Mapping Remote and Multidisciplinary Learning Barriers: Lessons from "Challenge-Based Innovation" at CERN

Autor/inn/en	Jensen, Matilde Bisballe; Utriainen, Tuuli Maria; Steinert, Martin
Titel	Mapping Remote and Multidisciplinary Learning Barriers: Lessons from "Challenge-Based Innovation" at CERN
Quelle	In: European Journal of Engineering Education, 43 (2018) 1, S.40-54 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0304-3797
DOI	10.1080/03043797.2017.1278745
Schlagwörter	Barriers; Concept Mapping; Interdisciplinary Approach; Engineering Education; Masters Programs; Hypothesis Testing; Qualitative Research; Statistical Analysis; Questionnaires; Comparative Analysis; Regression (Statistics); Difficulty Level; Design; Observation; Computer Mediated Communication; Group Activities; Cooperative Learning; Participant Satisfaction; Correlation; Foreign Countries; Spain; Norway; Italy; Finland; Australia + Suchen Sie Ihr Suchwort? Concept Map; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Ingenieurausbildung; Magister course; Magisterstudiengang; Hypothesenprüfung; Hypothesentest; Qualitative Forschung; Statistische Analyse; Fragebogen; Regression; Regressionsanalyse; Schwierigkeitsgrad; Beobachtung; Computerkonferenz; Gruppenaktivität; Kooperatives Lernen; Korrelation; Ausland; Spanien; Norwegen; Italien; Finnland; Australien
Abstract	This paper presents the experienced difficulties of students participating in the multidisciplinary, remote collaborating engineering design course challenge-based innovation at CERN. This is with the aim to identify learning barriers and improve future learning experiences. We statistically analyse the rated differences between distinct design activities, educational background and remote vs. co-located collaboration. The analysis is based on a quantitative and qualitative questionnaire (N = 37). Our analysis found significant ranking differences between remote and co-located activities. This questions whether the remote factor might be a barrier for the originally intended learning goals. Further a correlation between analytical and converging design phases was identified. Hence, future facilitators are suggested to help students in the transition from one design phase to the next rather than only teaching methods in the individual design phases. Finally, we discuss how educators address the identified learning barriers when designing future courses including multidisciplinary or remote collaboration. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01