Instilling collaborative and reflective practice in engineers: using a team-based learning strategy to prepare students for working in project teams

IF 2.5 Q1 Social Sciences Higher Education Pedagogies Pub Date : 2018-01-01 DOI:10.1080/23752696.2018.1468224
Matthew Greetham, Kate Ippolito
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引用次数: 14

Abstract

ABSTRACT This case study from the Civil and Environmental Engineering department of a UK university presents an educational design that uses team-based learning (TBL) to prepare students prior to undertaking a group project. Our aim is to show how the established TBL approach can be used in a novel way as a precursor to a group project to improve the achievement of learning outcomes. The purpose of the TBL was to ensure pre-reading was completed, to instil a sense of subject matter mastery, to allow students to discuss complex issues and to develop collaborative and inclusive behaviours. These skills and knowledge were necessary to successfully complete the follow-on group project and importantly for success in their future careers. Student’s end of module reflective statements indicated that they positively collaborated and communicated when working on a group project.
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在工程师中灌输协作和反思实践:使用基于团队的学习策略为学生在项目团队中工作做好准备
本案例研究来自英国一所大学的土木与环境工程系,介绍了一种教育设计,该设计使用基于团队的学习(TBL)来帮助学生在进行小组项目之前做好准备。我们的目的是展示如何以一种新颖的方式使用既定的TBL方法,作为小组项目的先驱,以提高学习成果的实现。TBL的目的是确保完成预读,灌输对主题的掌握感,允许学生讨论复杂的问题,培养合作和包容的行为。这些技能和知识是成功完成后续小组项目所必需的,对他们未来职业生涯的成功也很重要。学生在模块结束时的反思陈述表明,他们在小组项目中积极合作和沟通。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Higher Education Pedagogies
Higher Education Pedagogies EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
7.70
自引率
4.00%
发文量
10
审稿时长
13 weeks
期刊介绍: The aim of Higher Education Pedagogies is to identify, promote and publish excellence and innovations in the practice and theory of teaching and learning in and across all disciplines in higher education. The journal will provide an international forum for the sharing, dissemination and discussion of research, experience and perspectives across a wide range of teaching and learning issues. The journal will prove a valuable resource for individuals in the development and enhancement of their own practice, and for institutions in the promotion of the scholarship of teaching and learning. Higher Education Pedagogies will focus on disciplinary pedagogies and learning experiences; the higher education curriculum, i.e. what is taught and how it is developed and enhanced including both skills and knowledge; the delivery of the higher education curriculum; how it is taught and how students learn, and academic development; the role of teaching and learning in the development of academic careers and its place within the profession. Higher Education Pedagogies welcomes papers which are accessible to both specialist and generalist readers and are theoretically and empirically rigorous. Through advancing knowledge of, and practice in, teaching and learning, Higher Education Pedagogies will prove essential reading for all those who wish to stay informed of state-of-the-art teaching and learning developments in higher education. Higher Education Pedagogies is sponsored by the Higher Education Academy.
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