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Article

Learning from Problem-Based Projects in Cross-Disciplinary Student Teams

1
Faculty of Health and Welfare, Østfold University College, 1757 Halden, Norway
2
Faculty of Engineering, Østfold University College, 1757 Halden, Norway
*
Author to whom correspondence should be addressed.
Academic Editor: Robyn M. Gillies
Educ. Sci. 2021, 11(6), 259; https://doi.org/10.3390/educsci11060259
Received: 31 March 2021 / Revised: 30 April 2021 / Accepted: 20 May 2021 / Published: 26 May 2021
(This article belongs to the Special Issue Cooperative/Collaborative Learning)
This paper explores how Engineering students and Work and Welfare students reflect upon their own engagement in a one-week cross-disciplinary project. To develop a better understanding of what unfolds during these activities we collected data through anonymous surveys two consecutive years. Data from these 141 respondents were analysed using a learning history approach and are presented as narratives. Results show major disruptions and conflicts driving the student projects, exposing inviting confrontations, social identity threats, managing diversity, and friction of ideas. Whereas this in many cases led to new and better project solutions, these real-world experiences raise awareness of the need for tools and methods for training students. The aim of the paper is to learn from students’ experiences through narrative distance, and fill a gap in the literature between problem-based learning (PBL) and the learning history method. Discussing different experiences of cross-disciplinary teamwork through the explanations of these theories, we also lay out potential questions for future research on the topic. View Full-Text
Keywords: cross-disciplinary student teams; conflicts; stereotypes; leadership; friction of ideas; problem-based projects cross-disciplinary student teams; conflicts; stereotypes; leadership; friction of ideas; problem-based projects
MDPI and ACS Style

Ellingsen, P.; Tonholm, T.; Johansen, F.R.; Andersson, G. Learning from Problem-Based Projects in Cross-Disciplinary Student Teams. Educ. Sci. 2021, 11, 259. https://doi.org/10.3390/educsci11060259

AMA Style

Ellingsen P, Tonholm T, Johansen FR, Andersson G. Learning from Problem-Based Projects in Cross-Disciplinary Student Teams. Education Sciences. 2021; 11(6):259. https://doi.org/10.3390/educsci11060259

Chicago/Turabian Style

Ellingsen, Pål, Trude Tonholm, Frode R. Johansen, and Gunnar Andersson. 2021. "Learning from Problem-Based Projects in Cross-Disciplinary Student Teams" Education Sciences 11, no. 6: 259. https://doi.org/10.3390/educsci11060259

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