dc.contributor.author | Bolstad, Torstein | |
dc.contributor.author | Wallin, Patric | |
dc.contributor.author | Lundheim, Lars Magne | |
dc.contributor.author | Larsen, Bjørn B. | |
dc.contributor.author | Tybell, Per Thomas Martin | |
dc.date.accessioned | 2020-08-24T07:29:29Z | |
dc.date.available | 2020-08-24T07:29:29Z | |
dc.date.created | 2020-08-18T13:32:30Z | |
dc.date.issued | 2020 | |
dc.identifier.issn | 0304-3797 | |
dc.identifier.uri | https://hdl.handle.net/11250/2673478 | |
dc.description.abstract | 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. | en_US |
dc.language.iso | eng | en_US |
dc.publisher | Taylor & Francis | en_US |
dc.rights | Attribution-NonCommercial-NoDerivatives 4.0 Internasjonal | * |
dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/4.0/deed.no | * |
dc.title | Emergent premises in student experiences of a first-year electrical engineering course | en_US |
dc.type | Peer reviewed | en_US |
dc.type | Journal article | en_US |
dc.description.version | publishedVersion | en_US |
dc.source.journal | European Journal of Engineering Education | en_US |
dc.identifier.doi | https://doi.org/10.1080/03043797.2020.1789069 | |
dc.identifier.cristin | 1823836 | |
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:// creativecommons.org/licenses/by-nc-nd/4.0/), 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 way | en_US |
cristin.ispublished | true | |
cristin.fulltext | original | |
cristin.qualitycode | 1 | |