Breaking Boundaries: Students' Motivation Toward Interdisciplinary Learning in Higher Education

Gill, Amarpreet; Irwin, Derek; Ng, Ricky Yuk-Kwan; Towey, Dave; Wang, Tianchong; Wells, Robert; Zhang, Yanhui

doi:10.1109/tale52509.2021.9678744

Cited by 1 publication

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“…Design is increasingly recognized as a key to the success of business practices, and design thinking has become increasingly popular in the field of business ( Matthews and Wrigley 2017 ). Gill et al believed that interdisciplinarity integrating mechanics, electronics, information technology and design is the future of Industry 4.0, and the integration of these majors will create solutions for complex problems faced by intelligent manufacturing, and product innovation and development ( Gill et al 2021 ). Driven by industrial development, in fact, some educational institutions have begun to try to carry out interdisciplinary teaching activities that integrate design, business, and engineering technology, such as Jiangnan University in mainland China, Arizona State University in the United States, etc.…”

Section: Methodsmentioning

confidence: 99%

Challenges to Student Interdisciplinary Learning Effectiveness: An Empirical Case Study

et al. 2022

J. Intell.

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In order to meet industrial demands, some colleges and universities have offered interdisciplinary programs that integrate design, engineering, and business. However, how many changes these programs have brought to students, and whether students participating in these programs have had better interdisciplinary ability than students involved in a single discipline study have always been questions that many researchers want to explore. In a university that offers an interdisciplinary program, we found that there is no significant difference in interdisciplinary integration ability between the students participating in the interdisciplinary program and the students involved in a single discipline study through quantitative comparisons of 91 student questionnaires and analyses of interviews with nine teachers of interdisciplinary courses and other related staff members. This may result from the students’ lack of motivation, lack of prior experience, the influence of individual traits, the increase of learning pressure and academic burden, and the interference of disciplinary factors during interdisciplinary learning. The research finding is intended to improve student interdisciplinary learning effectiveness by facilitating interdisciplinary teachers’ understanding of the influencing factors of student interdisciplinary learning, and by providing a reference for interdisciplinary teaching design.

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Section: Methodsmentioning

confidence: 99%

Challenges to Student Interdisciplinary Learning Effectiveness: An Empirical Case Study

et al. 2022

J. Intell.

View full text Add to dashboard Cite

show abstract

Breaking Boundaries: Students' Motivation Toward Interdisciplinary Learning in Higher Education

Cited by 1 publication

References 38 publications

Challenges to Student Interdisciplinary Learning Effectiveness: An Empirical Case Study

Challenges to Student Interdisciplinary Learning Effectiveness: An Empirical Case Study

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