Please use this identifier to cite or link to this item: http://hdl.handle.net/2440/89608
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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
1469-5898
Statement of
Responsibility: 
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
RMID: 0030020045
DOI: 10.1080/03043797.2014.881321
Appears in Collections:Mechanical Engineering publications

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