Show simple item record

dc.contributor.authorBolstad, Torstein
dc.contributor.authorWallin, Patric
dc.contributor.authorLundheim, Lars Magne
dc.contributor.authorLarsen, Bjørn B.
dc.contributor.authorTybell, Per Thomas Martin
dc.description.abstractThis 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.en_US
dc.publisherTaylor & Francisen_US
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 Internasjonal*
dc.titleEmergent premises in student experiences of a first-year electrical engineering courseen_US
dc.typePeer revieweden_US
dc.typeJournal articleen_US
dc.source.journalEuropean Journal of Engineering Educationen_US
dc.description.localcode© 2020 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://, which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any wayen_US

Files in this item


This item appears in the following Collection(s)

Show simple item record

Attribution-NonCommercial-NoDerivatives 4.0 Internasjonal
Except where otherwise noted, this item's license is described as Attribution-NonCommercial-NoDerivatives 4.0 Internasjonal