Emergent premises in student experiences of a first-year electrical engineering course
Bolstad, Torstein; Wallin, Patric; Lundheim, Lars Magne; Larsen, Bjørn B.; Tybell, Per Thomas Martin
Peer reviewed, Journal article
Published version
Åpne
Permanent lenke
https://hdl.handle.net/11250/2673478Utgivelsesdato
2020Metadata
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Originalversjon
https://doi.org/10.1080/03043797.2020.1789069Sammendrag
This study explores how project-based learning in combination with other
pedagogical scaffolding approaches influences students’ experiences
during their transition into the university. Based on the thematic analysis
of interviews with students at the end of the first semester, we show
how a project-based course in electronics can create opportunities
within three themes: student socialisation, curriculum integration, and
peer-learning. In the light of these findings, we discuss how students
build relationships with other students, as well as with faculty members
and practicing engineers, and how these relationships influence their
start at the university. On a more general level, this case study
exemplifies how an existing electrical engineering programme can be
changed by targeted interventions without the need for programme
wide adjustments.