Analyzing student-teacher interactions in Challenge-based Learning
| Autor: | Doulougeri, K. I., Vermunt, J. D., Bombaerts, G., Bots, M., Järvinen, Hannu-Matti, Silvestre, Santiago, Llorens, Ariadna, Nagy, Balàzs |
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| Přispěvatelé: | Group Vermunt, Philosophy & Ethics, EIRES |
| Jazyk: | angličtina |
| Rok vydání: | 2022 |
| Předmět: |
Challenge-based learning
Self-regulated learning Portfolio Aprenentatge autodirigit Active learning Aprenentatge actiu self-regulated learning Ensenyament i aprenentatge::Innovació i Investigació educativa [Àrees temàtiques de la UPC] Portfolios in education Self-managed learning Portafolis en educació challenge-based learning portfolio |
| Zdroj: | Towards a new future in engineering education, new scenarios that European alliances of tech universities open up: Proceedings of SEFI 2022: 50th Annual Conference of The European Society for Engineering Education, 252-262 STARTPAGE=252;ENDPAGE=262;TITLE=Towards a new future in engineering education, new scenarios that European alliances of tech universities open up |
| DOI: | 10.5821/conference-9788412322262.1389 |
| Popis: | Challenge-based learning (CBL) exposes students to the complexities of openended and real-life challenges and encourages them to be in the lead of their learning. The role of teachers remains important but shifts from being the expert to the role of a coach who gradually scaffolds students into becoming independent learners. Accordingly, the interplay between teachers' and students' regulation of teaching and learning can result in friction and influence students' learning experience. This study explores incidents of constructive or destructive friction between student and teacher regulation during a 9-week CBL course for first-year engineering students. Thematic analysis is employed to identify critical incidents of friction during students' learning via analyzing students' weekly learning portfolios. Results suggest that students' experience in CBL is not linear, and there is a constant interplay between students' ability to regulate their learning and teachers' scaffolding. Initial exposure to CBL was characterized by friction in student and teacher interactions. Several students increased their self-regulated learning skills by resolving the initial friction by adopting a more proactive approach to their learning by actively asking questions and feedback from their teachers. The findings of this study are particularly relevant for CBL, where much attention is paid to students' autonomy, self-directedness, and collaboration. Building on the insights of this research, we make recommendations for further research and educational practice. |
| Databáze: | OpenAIRE |
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