Multidisciplinary CBL
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Year: 2023
Type of publication: Conference paper
Abstract: We report on our gained insights from the development of a challenge-based learning (CBL) line focusing on entrepreneurship and Internet of Things (IoT) technology. We observe that student engagement and quality of project work and learning have significantly improved when the original one-course CBL experience has spread out over three consecutive courses. We further suggest that for the case of multi- and interdisciplinary learning lines, focus on the different disciplines in different courses, encourages students to engage in aspects of CBL outside their own discipline, hence better fulfilling the design goal of true multidisciplinary learning.
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Year: 2024
Type of publication: Journal article
Abstract: Higher engineering education programmes increasingly include courses characterised by real-world problems and student collaboration in multidisciplinary teams. Research findings demonstrate that students remain limited in perceiving and meaningfully bridging disciplinary differences in these course contexts. Drawing on the literature on boundaries and boundary interactions, this study sought to investigate how applied physics and mechanical engineering students managed their disciplinary differences in a challenge-based learning course. Using a qualitative, case study methodology, data from two multidisciplinary student teams (n = 12) were collected through reflective journals, individual interviews, and observations of team meetings. The findings confirm the value of disciplinary boundaries in creating new learning opportunities. The students coordinated their disciplinary differences during discussions in team meetings, preparations for the project plan and the stakeholder pitch, and test sessions in the lab. Results provide insights for designing similar courses and for future research.
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Year: 2024
Type of publication: Journal article
Abstract: Background: In responding to the global problems facing humankind, there is great value in equipping science and engineering students with skills to function well in multidisciplinary teams. Little attention has been paid to the factors that influence multidisciplinary collaboration and teamwork of science and engineering students. Purpose: This research describes multidisciplinary teamwork of applied physics and mechanical engineering students in a challenge-based learning (CBL) course. The study aimed to: a) identify the facilitators and barriers to multidisciplinary teamwork and b) explore learning outcomes connected to working in multidisciplinary teams. Sample: 30 students registered for the course, two teachers, and three tutors participated in this research. Design and Methods: An instrumental case study was conducted in the context of a pilot CBL course. Data included interviews, reflection reports, observations, and design posters. Transcribed video recordings were searched in an attempt to demonstrate the codes revealed with the qualitative content analysis of interview transcripts and reflection reports. Results: The results indicated knowledge acquisition, application, and an awareness of other disciplinary approaches as the learning outcomes with some differences for engineering and physics students. The findings also yielded individual (e.g. knowledge of control theory), team (e.g. disciplinary perspectives), and course factors (e.g. disciplinary connections to the challenge) that influenced multidisciplinary teamwork. Conclusion: Multidisciplinary teamwork is supported by the unique ways of thinking and approaching problems of the two disciplines. Implications contribute to future research and thinking for similar learning environments while improving student learning in multidisciplinary teams.
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