A democratic and student-centred approach to facilitating teamwork learning among first-year engineering students: a learning and teaching case study

Abstract

This work examines an innovative and evolving approach to facilitating teamwork learning in a generic first-year mechanical engineering course. Principles of inclusive, student-active and democratic pedagogy were utilised to engage students on both the social and personal planes. Learner opportunities to facilitate, direct and lead the learning direction were emphasised. This emphasis encouraged a rich learning process and motivated students dismissive of the need to examine their communication skills and those who initially perceived the topic as a personal intrusion. Through a sharing of curriculum decisions, a climate of trust, ownership and shared value arose. Students chose from a range of tools across personality-type indicators, learning style indicators and hierarchies of human needs, to assist their capacity to express and discuss engineering designs and concepts. Peer teaching and collaborative exercises were incorporated to provide an authentic learning context and to further the student's sense of ownership.

Keywords:

• active learning
• course construction
• learner-led-learning
• pedagogy (didactics) of higher education
• teamwork

Additional information

About the authors

Dorothy Missingham is a lecturer in the University of Adelaide's Mechanical Engineering School who coordinates the Communication Program. She researches ways to engage students into inter and intra personal modalities of learning.

Robert Matthews is a lecturer in the University of Adelaide's School of Education. Specialising in classroom dynamics and active learning processes, he has contributed to the preparation of teaching staff in the Mechanical Engineering Department. His research is on creativity and learning incorporating psychodynamic principles.