Learning Opportunities and Diversity of Engineering Students' Background in Interdisciplinary Group Projects

Autor/inn/en	Oti, Akponanabofa Henry; Farrell, Peter; Berrais, Abbes; McMahon, Paul; Boulbibane, Mostapha; Paschalis, Spyridon; Osman, Yassin; AL-Faraj, Furat; Duncan, Malcolm
Titel	Learning Opportunities and Diversity of Engineering Students' Background in Interdisciplinary Group Projects
Quelle	In: Higher Education, Skills and Work-based Learning, 12 (2022) 3, S.475-495 (21 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Oti, Akponanabofa Henry) ORCID (Farrell, Peter)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2042-3896
DOI	10.1108/HESWBL-04-2021-0077
Schlagwörter	Student Diversity; Engineering Education; Interdisciplinary Approach; Student Projects; Cooperative Learning; Civil Engineering; Foreign Countries; Part Time Students; Full Time Students; Apprenticeships; College Students; United Kingdom + Suchen Sie Ihr Suchwort? Ingenieurausbildung; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Schulprojekt; Kooperatives Lernen; Ausland; Part-time students; Teilzeitstudent; Vollzeitstudium; Apprenticeship; Lehre; Collegestudent; Großbritannien
Abstract	Purpose: In line with business goals of customer satisfaction, higher education institutions of learning consider excellent student experience a priority. Teaching and learning are important aspects of satisfaction that are monitored annually by universities using tools such as the National Student Survey (NSS). The NSS results are useful for educational planning and informing consumer choices. This research measured undergraduate student experiences on an interdisciplinary project using the NSS framework. Hinged on diversity, the purpose was to investigate whether full-time (FT), part-time (PT) and degree apprenticeship students with varied work experience enhance their learning studying together on an interdisciplinary project. Design/methodology/approach: This research has measured, using the NSS criteria, student experiences on an interdisciplinary project on a civil engineering programme. It benchmarks the quality of learning and student understanding and perceptions of learning. The method is based upon a literature review and questionnaire survey of students. Findings: Results indicate good amounts of peer influence on learning in a simulated interdisciplinary team setting supported by a mix of diverse work experience in students' background. Originality/value: Sections of the NSS are extended with additional questions to capture the impact that FT, PT and degree apprenticeship study modes, closely associated with students' background of job experience, have on teaching and learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01