Learning by Facilitating: A Project-Based Interdisciplinary Approach

Autor/inn/en	St. John, Jeremy; St. John, Karen; St. John, Christopher
Titel	Learning by Facilitating: A Project-Based Interdisciplinary Approach
Quelle	In: Journal of Education for Business, 98 (2023) 7, S.404-411 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (St. John, Jeremy) ORCID (St. John, Karen) ORCID (St. John, Christopher)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0883-2323
DOI	10.1080/08832323.2023.2196049
Schlagwörter	Student Projects; Active Learning; Interdisciplinary Approach; Peer Relationship; Mentors; Capstone Experiences; Introductory Courses; Programming; Computer Science Education; Teamwork; Teaching Methods; Age Groups; Experiential Learning; Undergraduate Students; Student Attitudes; Educational Benefits + Suchen Sie Ihr Suchwort? Schulprojekt; Aktives Lernen; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Peer-Beziehungen; Einführungskurs; Programmierung; Computer science lessons; Informatikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Age grop; Altersgruppe; Experiental learning; Erfahrungsorientiertes Lernen; Schülerverhalten; Bildungsertrag
Abstract	Teamwork skills are an important part of business school curriculum typically taught using project-based experiential methods. This paper presents best practices for teaching teamwork skills to Gen Z students using a project-based learning, peer mentoring approach. With experiential learning theory as a guide, an interdisciplinary process was developed between an introductory programming course and a capstone business project management course to improve experiential learning and overcome issues like the free-rider problem. The opinions and sentiments of peer mentors were examined using text analysis and sentiment analysis. Peer mentoring between two interdisciplinary courses was found to reduce the free-rider problem and was beneficial for both classes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01