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dc.contributor.authorMissingham, D.en
dc.contributor.authorMatthews, R.en
dc.identifier.citationEuropean Journal of Engineering Education, 2014; 39(4):412-423en
dc.description.abstractThis 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.en
dc.description.statementofresponsibilityDorothy Missingham and Robert Matthewsen
dc.publisherTaylor and Francisen
dc.rights© 2014 SEFIen
dc.subjectActive learning; course construction; learner-led-learning; pedagogy (didactics) of higher education; teamworken
dc.titleA democratic and student-centred approach to facilitating teamwork learning among first-year engineering students: A learning and teaching case studyen
dc.typeJournal articleen
pubs.library.collectionMechanical Engineering publicationsen
dc.identifier.orcidMatthews, R. [0000-0001-8654-177X]en
Appears in Collections:Mechanical Engineering publications

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