Engineering Students’ Perception of Learner Agency Development in an Intercultural PBL (Problem- and Project-Based) Team Setting
Engineering Students’ Perception of Learner Agency Development in an Intercultural PBL (Problem- and Project-Based) Team Setting
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工科学生对跨文化 PBL（基于问题和项目）团队环境中学习者主体发展的看法
DOI：
10.1109/te.2023.3273177
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发表时间：
2023
影响因子：
2.6
通讯作者：
Xiangyun Du
中科院分区：
文献类型：
--
作者：
D. Jiang;Bettina Dahl;Juebei Chen;Xiangyun Du
出资额：本研究探讨了工程专业学生认为在跨文化项目学习（PBL）团队中发展学习者主体的重要因素。背景资料：学习者主体的概念最近得到了突出，由于其相关的以学生为中心，自主性，自我调节和协作。某些教学方法是众所周知的，特别是支持学习者机构的发展，包括PBL，其中学习者提供主动，自我导向和协作的学习任务。PBL实践也越来越多样化，强调团队中的跨文化合作。然而，学习者主体在PBL环境中的研究很少受到关注，在跨文化PBL中更是如此。这项研究有助于现有的文献中的跨文化PBL团队的学习者主体的发展。研究问题：在跨文化PBL团队背景下，工程专业学生认为什么因素对支持他们的学习者主体发展很重要？方法论：从理论上讲，学习者主体是由三个相互关联的维度构成的，即自我、行为和环境。在此基础上，构建了一个包含31个项目的问卷，并对310名工科大学生进行了问卷调查。调查采用专家评审、学生试点、探索性因素分析（EFA）和Cronbach’s alpha测试内容效度、结构效度和信度。描述性和人口统计学资料用t检验和方差分析进行检验。调查结果：全民教育产生了五个因素：1）兴趣和动机; 2）自我效能; 3）团队中的自我调节行为; 4）团队动力; 5）外部支持。统计分析表明，兴趣和动机因素被工科学生认为是最重要的。此外，一些人口统计变量，包括性别，国籍，学习年，和类型的PBL学习者的基础上，他们的经验水平与PBL，被发现影响工程专业学生的代理发展。
Contribution: This study explores the elements engineering students perceive as important for developing their learner agency in the context of intercultural project-based learning (PBL) teams. Background: The concept of learner agency has recently gained prominence due to its relevance for student-centeredness, autonomy, self-regulation, and collaboration. Certain pedagogical approaches are known to specifically support the development of learner agency, including PBL, in which learners are provided with active, self-directed, and collaborative learning tasks. PBL practice is also increasingly diverse, emphasizing intercultural collaboration in teams. However, learner agency has received little research attention in PBL settings, and even less in intercultural PBL. This study contributes to the existing literature on the development of learner agency in intercultural PBL teams. Research Question: What elements do engineering students consider important for supporting their learner agency development in an intercultural PBL team context? Methodology: Theoretically, learner agency is framed within three interrelated dimensions, namely, intrapersonal, behavioral, and environmental. Based on this framework, a survey instrument with 31 items was constructed and responses were obtained from 310 engineering students. The survey used expert review, student piloting, exploratory factor analysis (EFA), and Cronbach’s alpha to test content validity, construct validity, and reliability. The descriptive and demographic statistics were examined through $t$ -test and the analysis of variance test. Findings: Five factors emerged from EFA: 1) interest and motivation; 2) self-efficacy; 3) self-regulated behaviors in teams; 4) team dynamics; and 5) external support. The statistical analysis shows that the interest and motivation factor was perceived by the engineering students as the most important. Furthermore, several demographic variables, including gender, nationality, year of study, and type of PBL learner based on their level of experience with PBL, were found to impact engineering students’ agency development.