Do we facilitate an innovative learning environment?: Student efficacy in two engineering design projects
2012 (English)In: Global Journal of Engineering Education, ISSN 1328-3154, Vol. 14, no 1, 27-33 p.Article in journal (Refereed) Published
This article investigates student efficacy and motivation to work in relation to three distinct elements of interaction. Rather than rediscovering evaluation, student perceptions determine a project's overall efficiency by individual reflection on the effort made, and form circles of influence and impact on interacting elements. Based on previous research on student efficacy, this study takes a student-centric point of view, where the self-efficacy is grounded in stud ents' intr insic mo tiva tio n for work . The article's principal ide a is to inve stiga te how differe nt elements of interaction cause students' beliefs to shift individually and in groups. A qualitative approach has been used, where the results have been collected through structured questionnaires, with respondents from an extensive engineering design project course. Results show that the internal proximity and joint motivation to work have positive influence together with lecturer/coach presence, informative clarity and valuable input. Reported differences clearly separated the teams with several useful features of course analysis to consider for future work.
Place, publisher, year, edition, pages
2012. Vol. 14, no 1, 27-33 p.
Coach, Facilitation, Learning environment, Project course, Student efficacy
Engineering and Technology
IdentifiersURN: urn:nbn:se:kth:diva-98162ScopusID: 2-s2.0-84860549030OAI: oai:DiVA.org:kth-98162DiVA: diva2:536058
QC 201206212012-06-212012-06-202013-11-12Bibliographically approved