Learning cultures of problem-based learning teams

Krishnan, S., Gabb, R. and Vale, C. 2011, Learning cultures of problem-based learning teams, Australasian journal of engineering education, vol. 17, no. 2, pp. 67-78.

Attached Files
Name Description MIMEType Size Downloads

Title Learning cultures of problem-based learning teams
Author(s) Krishnan, S.ORCID iD for Krishnan, S. orcid.org/0000-0002-8030-4199
Gabb, R.
Vale, C.ORCID iD for Vale, C. orcid.org/0000-0002-9070-7071
Journal name Australasian journal of engineering education
Volume number 17
Issue number 2
Start page 67
End page 78
Total pages 12
Publisher Institution of Engineers Australia
Place of publication Crows Nest, N.S.W.
Publication date 2011
ISSN 1324-5821
Summary The learning experiences of first-year engineering students to a newly implemented engineering problem-based learning (PBL) curriculum is reported here, with an emphasis on student approaches to learning. Ethnographic approaches were used for data collection and analysis. This study found that student learning in a PBL team in this setting was mainly influenced by the attitudes, behaviour and learning approaches of the student members in that team. Three different learning cultures that emerged from the analysis of eight PBL teams are reported here. They are the finishing culture, the performing culture and the collaborative learning culture. It was found that the team that used a collaborative approach to learning benefited the most in this PBL setting. Students in this team approached learning at a deep level. The findings of this study imply that students in a problem-based, or project-based, learning setting may not automatically adopt a collaborative learning culture. Hence, it is important for institutions and teachers to identify and consider the factors that influence student learning in their particular setting, provide students with necessary tools and ongoing coaching to nurture deep learning approaches in PBL teams.
Language eng
Field of Research 139999 Education not elsewhere classified
Socio Economic Objective 970113 Expanding Knowledge in Education
HERDC Research category C1.1 Refereed article in a scholarly journal
Copyright notice ©2011, Institution of Engineers Australia
Persistent URL http://hdl.handle.net/10536/DRO/DU:30044056

Document type: Journal Article
Collections: Faculty of Arts and Education
School of Education
Connect to link resolver
Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved.

Version Filter Type
Citation counts: TR Web of Science Citation Count  Cited 0 times in TR Web of Science
Scopus Citation Count Cited 0 times in Scopus
Google Scholar Search Google Scholar
Access Statistics: 485 Abstract Views, 4 File Downloads  -  Detailed Statistics
Created: Thu, 05 Apr 2012, 14:42:12 EST

Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.