Please use this identifier to cite or link to this item:
Scopus Web of Science® Altmetric
Type: Journal article
Title: A democratic and student-centred approach to facilitating teamwork learning among first-year engineering students: A learning and teaching case study
Author: Missingham, D.
Matthews, R.
Citation: European Journal of Engineering Education, 2014; 39(4):412-423
Publisher: Taylor and Francis
Issue Date: 2014
ISSN: 0304-3797
Statement of
Dorothy Missingham and Robert Matthews
Abstract: This work examines an innovative and evolving approach to facilitating teamwork learning in a generic first-year mechanical engineering course. Principles of inclusive, student-active and democratic pedagogy were utilised to engage students on both the social and personal planes. Learner opportunities to facilitate, direct and lead the learning direction were emphasised. This emphasis encouraged a rich learning process and motivated students dismissive of the need to examine their communication skills and those who initially perceived the topic as a personal intrusion. Through a sharing of curriculum decisions, a climate of trust, ownership and shared value arose. Students chose from a range of tools across personality-type indicators, learning style indicators and hierarchies of human needs, to assist their capacity to express and discuss engineering designs and concepts. Peer teaching and collaborative exercises were incorporated to provide an authentic learning context and to further the student’s sense of ownership.
Keywords: Active learning; course construction; learner-led-learning; pedagogy (didactics) of higher education; teamwork
Rights: © 2014 SEFI
DOI: 10.1080/03043797.2014.881321
Appears in Collections:Aurora harvest 7
Mechanical Engineering publications

Files in This Item:
File Description SizeFormat 
  Restricted Access
Restricted Access492.03 kBAdobe PDFView/Open

Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.