A Problem and Project-Based Learning (PBL) Approach to Motivate Group Creativity in Engineering Education

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Resumé

In this paper, we explore how engineering students are motivated to develop group creativity in a Problem and Project- Based Learning (PBL) environment. Theoretically, we take a social cultural approach to group creativity and emphasize the influences of a learning environment on student motivation in group creativity development. Empirically, a case study was carried out on a student satellite project in the Department of Electronic System at Aalborg University in Denmark, by using qualitative methods including interviews and observation. The findings show that student motivation is stimulated in multiple ways in a PBL environment, such as formal and informal group discussions, regular supervisor meetings and sharing leadership. Furthermore, factors such as common goals, support of peers and openness stimulate motivation. However, the students think that a time schedule is a barrier to group creativity. Thus, the supervisors are encouraged to be more aware of the complex relationships between student, teacher and task and the student response.
OriginalsprogEngelsk
TidsskriftInternational Journal of Engineering Education
Vol/bind28
Udgave nummer1
Sider (fra-til)3-16
Antal sider14
ISSN0949-149X
StatusUdgivet - 2012

Citer dette

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abstract = "In this paper, we explore how engineering students are motivated to develop group creativity in a Problem and Project- Based Learning (PBL) environment. Theoretically, we take a social cultural approach to group creativity and emphasize the influences of a learning environment on student motivation in group creativity development. Empirically, a case study was carried out on a student satellite project in the Department of Electronic System at Aalborg University in Denmark, by using qualitative methods including interviews and observation. The findings show that student motivation is stimulated in multiple ways in a PBL environment, such as formal and informal group discussions, regular supervisor meetings and sharing leadership. Furthermore, factors such as common goals, support of peers and openness stimulate motivation. However, the students think that a time schedule is a barrier to group creativity. Thus, the supervisors are encouraged to be more aware of the complex relationships between student, teacher and task and the student response.",
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