Factors that influence multidisciplinary teamwork in a challenge-based learning course

Description

For our students to work on the global challenges facing humankind, they should be raised to appreciate the importance of science and engineering in real-life contexts. Challenge-based learning (CBL) courses have merit in accomplishing this goal by facilitating students’ innovative solutions to authentic, complex problems. The fundamental characteristics of CBL include real-world challenges, collaboration, and multidisciplinarity. The presented work describes a CBL course where applied physics and mechanical engineering students worked in multidisciplinary teams. An instrumental case study was conducted to identify factors that influence multidisciplinary teamwork in this CBL course. Data were collected using interviews, reflection reports, and observations of team meetings. Transcribed video recordings were searched for instances of demonstrating the codes revealed with analysis of interview transcripts and reflection reports. The research results showed the significant factors influencing multidisciplinary teamwork: a) disciplinary connections to the challenge, b) receiving tutor guidance, c) making presentations in teams, d) exchanging science and engineering perspectives, e) readings and videos on course Canvas, and f) student motivation. Implications are discussed, and suggestions for future research and practice are presented.

Period	21 Sept 2022
Event title	50th Annual Conference of the European Society for Engineering Education, SEFI 2022
Event type	Conference
Conference number	50
Location	Barcelona, SpainShow on map
Degree of Recognition	International