| Autor: |
WENFANG LIU, HAIYAN XIE, ISSA, RAJA R. A., AWAITEY, JOHN |
| Předmět: |
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| Zdroj: |
International Journal of Engineering Education; 2022 Part A, Vol. 38 Issue 5, p1243-1256, 14p |
| Abstrakt: |
The concept of transformational leadership skills (TLS) has gained the attention of educators. However, it is still unclear how TLS influences students' learning outcomes, particularly as a means of performance measurement in a multidisciplinary team environment. This research improves the pedagogical designs for collaborative teamwork by the design of the framework of TLS. The primary contribution of this study is the structured assessment framework that coordinates the key mechanisms and supports instructional strategies for multidisciplinary teams. Additional outcomes also include the selection guidance of teaching contents and coordination policy for working with student teams. To verify this pedagogical design of innovative teamwork architecture for team-based learning (TBL), we collected and analyzed the performances of 307 students on 104 comprehensive course projects over five consecutive academic years of face-to-face teaching (2013-2018) using students' curricular experiences and questionnaires. This study found that a curricular emphasis on the engagement of all members in the TBL significantly contributed to their continuing professional development. Furthermore, students believed that team planning and readiness assurance were critical to teamwork. After the comparison to the data collected from a different group of engineering students using the same questionnaire, individual preparation and communication skills were proved to be significantly and positively improved by the TLS deployment. Future research should analyze the influencing factors of the students with low motivation in TBL and possible variations of TLS implementations. [ABSTRACT FROM AUTHOR] |
| Databáze: |
Supplemental Index |
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