eprintid: 9999
rev_number: 2
eprint_status: archive
userid: 1
dir: disk0/00/00/99/99
datestamp: 2023-11-09 16:36:38
lastmod: 2023-11-09 16:36:38
status_changed: 2023-11-09 16:30:20
type: conference_item
metadata_visibility: show
creators_name: Othman, A.R.
creators_name: Hussin, H.
creators_name: Mustapha, M.
creators_name: Parman, S.
title: Cross-Disciplinary Team Learning in Engineering Project-Based: Challenges in Collaborative Learning
ispublished: pub
keywords: Computer aided instruction; Students, Collaborative learning; Collaborative learning process; Cross-disciplinary teams; Engineering disciplines; Engineering teams; Interdisciplinary collaborations; Learning environments; Pedagogical approach, Engineering education
note: cited By 7; Conference of 7th World Engineering Education Forum, WEEF 2017 ; Conference Date: 13 November 2017 Through 16 November 2017; Conference Code:139977
abstract: Cross-disciplinary team learning (CDTL) is highly interrelated with team structure, dynamics, and collaborative learning processes that are expected to occur as any team attempts to solve engineering problems. The major component of CDTL is cohesiveness in teamwork, which defined as the efforts to understand and appreciate the contributions and various disciplinary frameworks of other team members for success in the interdisciplinary collaborations. Engineering Team Project (ETP) is introduced in Universiti Teknologi PETRONAS to third year engineering students from different disciplines. Students from Mechanical, Civil, EE, Chemical and Petroleum Engineering disciplines are working in a project-based team for one semester. The framework of the CDTL is presented, in which the progressive pedagogical approach is adopted to provide a learning environment to work with others from different disciplines. Students completed in the previous ETP projects were assessed through exit interviews in order to explore the research issues. Evidently, students faced several challenges within this ill-learning environments; examples of those include lack of creativity and innovation in the design work, unrealistic project definition, variation in the assessment quality, as well as inability poor project execution and management. © 2017 IEEE.
date: 2018
publisher: Institute of Electrical and Electronics Engineers Inc.
official_url: https://www.scopus.com/inward/record.uri?eid=2-s2.0-85055450137&doi=10.1109%2fWEEF.2017.8467029&partnerID=40&md5=aa4c7ab580f92ea84e76b999dc078a50
id_number: 10.1109/WEEF.2017.8467029
full_text_status: none
publication: Proceedings - 2017 7th World Engineering Education Forum, WEEF 2017- In Conjunction with: 7th Regional Conference on Engineering Education and Research in Higher Education 2017, RCEE and RHEd 2017, 1st International STEAM Education Conference, STEAMEC 201
pagerange: 866-871
refereed: TRUE
isbn: 9781538615232
citation:   Othman, A.R. and Hussin, H. and Mustapha, M. and Parman, S.  (2018) Cross-Disciplinary Team Learning in Engineering Project-Based: Challenges in Collaborative Learning.  In: UNSPECIFIED.