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Examining engineeri...
Examining engineering students' perceptions of learner agency enactment in problem- and project-based learning using Q methodology
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- Du, Xiangyun (författare)
- Qatar Univ, Coll Educ, Educ Res Ctr, POB 2713,Al Jamiaa St, Doha, Qatar.;Qatar Univ, Coll Engn, Technol Innovat & Engn Educ, POB 2713,Al Jamiaa St, Doha, Qatar.;Aalborg Univ, Aalborg UNESCO Ctr Problem Based Learning, Dept Planning, Rendsburggade 14, DK-9000 Aalborg, Denmark.
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- Lundberg, Adrian (författare)
- Malmö universitet,Institutionen för skolutveckling och ledarskap (SOL)
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- Ayari, Mohamed A. (författare)
- Qatar Univ, Coll Engn, Technol Innovat & Engn Educ, POB 2713,Al Jamiaa St, Doha, Qatar.;Qatar Univ, Coll Engn, Dept Civil & Architectural Engn, Doha, Qatar.
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- Naji, Khalid K. (författare)
- Qatar Univ, Coll Engn, Dept Civil & Architectural Engn, Doha, Qatar.
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- Hawari, Alaa (författare)
- Qatar Univ, Coll Engn, Dept Civil & Architectural Engn, Doha, Qatar.
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Qatar Univ, Coll Educ, Educ Res Ctr, POB 2713,Al Jamiaa St, Doha, Qatar;Qatar Univ, Coll Engn, Technol Innovat & Engn Educ, POB 2713,Al Jamiaa St, Doha, Qatar.;Aalborg Univ, Aalborg UNESCO Ctr Problem Based Learning, Dept Planning, Rendsburggade 14, DK-9000 Aalborg, Denmark. Institutionen för skolutveckling och ledarskap (SOL) (creator_code:org_t)
- 2021-10-08
- 2022
- Engelska.
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Ingår i: Journal of Engineering Education. - : John Wiley & Sons. - 1069-4730 .- 1524-4873 .- 2168-9830. ; 111:1, s. 111-136
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https://mau.diva-por... (primary) (Raw object)
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https://urn.kb.se/re...
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Abstract
Ämnesord
Stäng
- Background Few studies have reported how students enact learner agency in a team setting or examined what elements of team settings students perceive as more supportive of their learning in problem- and project-based learning (PBL) processes. Purpose This study explores how engineering students perceive their enactment of learner agency, particularly which aspects of the PBL process they find most important. Method Thirty-nine students from two PBL civil engineering courses in Qatar participated in the study. Q methodology was chosen for both qualitative and quantitative data collection and analysis. A 40-item Q set based on a theoretical model of learner agency was used. Results Eight significantly different student viewpoints emerged from the Q methodological factor analysis, indicating a range of individual perceptions of learner agency. Intrapersonal dimensions were highlighted by three of the eight viewpoints, behavioral dimensions were underlined by seven viewpoints, and environmental dimensions were valued by all viewpoints. Conclusion While the results reveal a wide range of individual experiences with learner agency across the three dimensions, students addressed self-directed learning aspects both actively and passively, suggesting that many participants still value instructors' roles of providing direct instruction and authorized knowledge in PBL. The results highlight the need for more awareness of learner agency and more opportunities for students to enact learner agency by increasing PBL knowledge, skills, and efficacy. Q methodology can contribute to engineering education research by providing new theoretical and empirical insights into learners' subjective understanding of agency in a PBL setting as a complex system.
Ämnesord
- SAMHÄLLSVETENSKAP -- Utbildningsvetenskap -- Pedagogik (hsv//swe)
- SOCIAL SCIENCES -- Educational Sciences -- Pedagogy (hsv//eng)
Nyckelord
- engineering students
- learner agency
- PBL
- Q methodology
- Qatar
Publikations- och innehållstyp
- ref (ämneskategori)
- art (ämneskategori)
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