Learning from Problem-Based Projects in Cross-Disciplinary Student Teams
This paper explores how Engineering students and Work and Welfare students reflect upon their own engagement in a one-week cross-disciplinary project. To develop a better understanding of what unfolds during these activities we collected data through anonymous surveys two consecutive years. Data fro...
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doaj-4e539a718e0c4c9ea478b14416bcb05c2021-06-01T01:11:04ZengMDPI AGEducation Sciences2227-71022021-05-011125925910.3390/educsci11060259Learning from Problem-Based Projects in Cross-Disciplinary Student TeamsPål Ellingsen0Trude Tonholm1Frode Ramstad Johansen2Gunnar Andersson3Faculty of Health and Welfare, Østfold University College, 1757 Halden, NorwayFaculty of Health and Welfare, Østfold University College, 1757 Halden, NorwayFaculty of Engineering, Østfold University College, 1757 Halden, NorwayFaculty of Engineering, Østfold University College, 1757 Halden, NorwayThis paper explores how Engineering students and Work and Welfare students reflect upon their own engagement in a one-week cross-disciplinary project. To develop a better understanding of what unfolds during these activities we collected data through anonymous surveys two consecutive years. Data from these 141 respondents were analysed using a learning history approach and are presented as narratives. Results show major disruptions and conflicts driving the student projects, exposing inviting confrontations, social identity threats, managing diversity, and friction of ideas. Whereas this in many cases led to new and better project solutions, these real-world experiences raise awareness of the need for tools and methods for training students. The aim of the paper is to learn from students’ experiences through narrative distance, and fill a gap in the literature between problem-based learning (PBL) and the learning history method. Discussing different experiences of cross-disciplinary teamwork through the explanations of these theories, we also lay out potential questions for future research on the topic.https://www.mdpi.com/2227-7102/11/6/259cross-disciplinary student teamsconflictsstereotypesleadershipfriction of ideasproblem-based projects |
collection |
DOAJ |
language |
English |
format |
Article |
sources |
DOAJ |
author |
Pål Ellingsen Trude Tonholm Frode Ramstad Johansen Gunnar Andersson |
spellingShingle |
Pål Ellingsen Trude Tonholm Frode Ramstad Johansen Gunnar Andersson Learning from Problem-Based Projects in Cross-Disciplinary Student Teams Education Sciences cross-disciplinary student teams conflicts stereotypes leadership friction of ideas problem-based projects |
author_facet |
Pål Ellingsen Trude Tonholm Frode Ramstad Johansen Gunnar Andersson |
author_sort |
Pål Ellingsen |
title |
Learning from Problem-Based Projects in Cross-Disciplinary Student Teams |
title_short |
Learning from Problem-Based Projects in Cross-Disciplinary Student Teams |
title_full |
Learning from Problem-Based Projects in Cross-Disciplinary Student Teams |
title_fullStr |
Learning from Problem-Based Projects in Cross-Disciplinary Student Teams |
title_full_unstemmed |
Learning from Problem-Based Projects in Cross-Disciplinary Student Teams |
title_sort |
learning from problem-based projects in cross-disciplinary student teams |
publisher |
MDPI AG |
series |
Education Sciences |
issn |
2227-7102 |
publishDate |
2021-05-01 |
description |
This paper explores how Engineering students and Work and Welfare students reflect upon their own engagement in a one-week cross-disciplinary project. To develop a better understanding of what unfolds during these activities we collected data through anonymous surveys two consecutive years. Data from these 141 respondents were analysed using a learning history approach and are presented as narratives. Results show major disruptions and conflicts driving the student projects, exposing inviting confrontations, social identity threats, managing diversity, and friction of ideas. Whereas this in many cases led to new and better project solutions, these real-world experiences raise awareness of the need for tools and methods for training students. The aim of the paper is to learn from students’ experiences through narrative distance, and fill a gap in the literature between problem-based learning (PBL) and the learning history method. Discussing different experiences of cross-disciplinary teamwork through the explanations of these theories, we also lay out potential questions for future research on the topic. |
topic |
cross-disciplinary student teams conflicts stereotypes leadership friction of ideas problem-based projects |
url |
https://www.mdpi.com/2227-7102/11/6/259 |
work_keys_str_mv |
AT palellingsen learningfromproblembasedprojectsincrossdisciplinarystudentteams AT trudetonholm learningfromproblembasedprojectsincrossdisciplinarystudentteams AT froderamstadjohansen learningfromproblembasedprojectsincrossdisciplinarystudentteams AT gunnarandersson learningfromproblembasedprojectsincrossdisciplinarystudentteams |
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