Developing Successful Group Processes in Interdisciplinary Projects

Chunfang Zhou, Lone Krogh

Research output: Contribution to book/anthology/report/conference proceedingBook chapterResearchpeer-review

Abstract

During the last decade, it has been both suggested and proven that problem-based learning (PBL) can enhance learning by encouraging students to solve real-life problems and work on interdisciplinary projects. This chapter aims to share experiences and implications for how to develop a successful student group process in an interdisciplinary PBL project. The empirical work focuses on a case of a student-built satellite project (AAUSAT3) at Aalborg University (AAU) in Denmark. From data collected in interviews and observations, this chapter presents both good experiences and limitations of group processes according to four aspects: (1) peer-arranged group formation, (2) task-related group diversity, (3) self-managed groups and shared responsibility, and (4) supervisors as expert learners. The findings imply that it is necessary to (1) develop more effective self-managed student groups and (2) develop interdisciplinary supervision groups to better manage the challenges of complexity arising from interdisciplinarity.
Original languageEnglish
Title of host publicationInterdisciplinarity and Problem-Based Learning in Higher Education : Research and Perspectives from Aalborg University
EditorsAnnie Aarup Jensen, Diana Stentoft, Ole Ravn
Place of PublicationCham, Schweiz
PublisherSpringer
Publication date2019
Edition1
Pages103-116
ISBN (Print)978-3-030-18841-2
ISBN (Electronic)978-3-030-18842-9
DOIs
Publication statusPublished - 2019
SeriesInnovation and Change in Professional Education
Volume18
ISSN1572-1957

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