Preparing First-Year Engineering Students for Cooperation in Real-World Projects

Autor/inn/en	Havenga, Marietjie; Swart, Athur James
Titel	Preparing First-Year Engineering Students for Cooperation in Real-World Projects
Quelle	In: European Journal of Engineering Education, 47 (2022) 4, S.558-576 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0304-3797
DOI	10.1080/03043797.2022.2037521
Schlagwörter	Engineering Education; Problem Based Learning; Student Projects; Undergraduate Students; Group Dynamics; Cooperative Learning; Skill Development; Teamwork; Active Learning; Program Effectiveness + Suchen Sie Ihr Suchwort? Ingenieurausbildung; Problem-based learning; Problemorientiertes Lernen; Schulprojekt; Gruppendynamik; Kooperatives Lernen; Kompetenzentwicklung; Qualifikationsentwicklung; Aktives Lernen
Abstract	Problem-based learning is an active student-centred approach, which requires engineering students to work together in solving real-world problems. This study aims to review the incorporation of cooperative learning principles in an introductory first-year engineering course that aimed to develop students' group skills while working on problem-based projects. A total of 367 students participated in 65 groups. No formal examination was written, as this course only consists of practical work. Data collection included an assessment matrix and reflective sheets where students' individual and group contribution to the project were recorded. The data were structured and visually integrated into tables. Based on the findings, this research suggests that the integration of cooperative learning principles enhanced the development of essential group skills and team performance in some of the groups while working on real-world engineering projects. (As Provided).
Anmerkungen	Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01