Task choice, group dynamics and learning goals: Understanding student activities in teams
Task choice, group dynamics and learning goals: Understanding student activities in teams
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任务选择、小组动力和学习目标：了解学生在团队中的活动
DOI：
10.1109/fie.2015.7344043
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发表时间：
2015
期刊：
影响因子：
--
通讯作者：
D. Chachra
中科院分区：
文献类型：
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作者：
Laura E Hirshfield;D. Chachra
在这篇正在进行的研究论文中，我们探讨了学生在第一年基于团队的工程设计项目课程中的任务选择，目的是深入了解如何最好地构建和支撑团队项目，以便所有学生都有积极、有效的体验。哪些因素影响学生的任务选择？学生是选择他们最有信心完成的任务，还是挑战自己学习新技能？性别、团队动力或自我施加的角色会影响学生的参与方式吗？如果要求学生为项目制定个人学习目标，这是否会影响他们参与的活动？明确的学习目标是否会带来更有益的项目体验？我们正在使用混合方法来调查一小群学生参与一年级设计项目的经历，以便更好地了解学生如何选择在团队项目中承担不同的任务。
In this work-in-progress research paper, we explore the task choice of students in first-year, team-based engineering design project courses, with the goal of gaining insight on how to best structure and scaffold team projects so that all students have a positive, effective experience. What factors affect student task choice? Do students select tasks that they feel the most confident about completing, or do they challenge themselves to learn new skills? Do gender or team dynamics or self-imposed roles affect how students participate? If students are asked to develop individual learning goals for the project, does that influence the activities that they engage in, and does articulating learning goals lead to a more beneficial project experience? We are using a mixed-methods approach to investigate the experiences of a small cohort of students engaged in a first-year design project, in order to better understand how students choose to undertake different tasks in team projects.