In engineering education, teamwork is extremely common as it helps prepare students for their future professional careers. Additionally, groups are the perfect setting for students to deal with different situations, disagreements, shared responsibility, and discussions, all of which promote learning through collaboration. Even though teamwork is widely used in engineering education settings, supporting students adequately in their skills’ development is difficult to achieve in practice. In some instances, there is an expectation that by the simple fact of having students to work in teams, they will develop these skills. In order to provide adequate support for students in developing their teamwork skills, there is a need to understand what metacognitive strategies they employ as a team, and how it is that they develop from these their team autonomy and, manage their own work in the team. -- This research examines how two groups of six students of the third year of the chemical engineering program, work in a project-based learning environment. In their project, students must manage their own team effort, loosely supported by the tutor. The study uses as a body of naturalistic data, audio, and video footage of the teams while they work towards completion of a conceptual design project. The transcripts of the oral speech have served as the principal data corpus to conduct an inductive and deductive analysis to build a scheme model associated with the development of socially shared regulation of learning processes. The analyses of the data have identified key elements about the way students organise the different activities and tasks, manage their time, and deal with the different situations that could arise along with their meetings and the strategic approaches they have. The current results show that a shared-regulated scheme and a shared-regulated learning model have been proposed, incorporating some concepts that have been reported in the literature and conceiving others, which have been identified in the data corpus during the discussions and analyses. -- These results help us understand how students manage their team themselves, in order to progress their team effort in completing tasks and achieving common goals. The results are beneficial in considering the implementation of activities that support and foster student team’s shared-regulatory behaviour.
Date of Award | 20 Aug 2024 |
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Original language | English |
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Awarding Institution | - University Of Strathclyde
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Sponsors | University of Strathclyde |
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Supervisor | Miguel Jorge (Supervisor) & Tony Anderson (Supervisor) |
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