| Autor: |
Alice S. N. Kim, Danielle Robinson, Celia Popovic, Alecia Carolli, Brad Jennings, Franz Newland |
| Jazyk: |
English<br />French |
| Rok vydání: |
2024 |
| Předmět: |
|
| Zdroj: |
Canadian Journal for the Scholarship of Teaching and Learning, Vol 15, Iss 2 (2024) |
| Druh dokumentu: |
article |
| ISSN: |
1918-2902 |
| DOI: |
10.5206/cjsotlrcacea.2024.2.13646 |
| Popis: |
In this study we explored the experiences of students who completed a project-based, interdisciplinary capstone course that was offered at a large university in Southern Ontario, Canada. To do so, we interviewed students after they completed the course, adopting a constructivist perspective and a phenomenological approach. Interview transcripts were analyzed, resulting in four themes: (1) communication, (2) group dynamics, (3) successes, (4) differences between program requirements. In addition to revealing tension between fostering student autonomy and providing students with support, our findings also demonstrate that students valued the capstone course for the knowledge and experience gained from learning to work as an interdisciplinary unit rather than the tangible output of a given project. |
| Databáze: |
Directory of Open Access Journals |
| Externí odkaz: |
|
