Interdisciplinary Project-Based Model for Enhanced Instruction of Courses

Johansen, Douglas; Scaff, Claudia; Hargis, Jace

doi:10.20429/ijsotl.2009.030122

Cited by 4 publications

(2 citation statements)

References 4 publications

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“…In the higher education training, interdisciplinary group projects are seen as important tools for students to be equipped with such professional world environments to which they aspire. Interdisciplinary group projects emphasis teamwork and collaborative learning, which foster the development of effective communication skills, problem solving skills as well as the community involvement they need in the real world experience (Johansen et al, 2009). …”

Section: Interdisciplinary Project-based Learning (Ipbl)mentioning

confidence: 99%

“…Interdisciplinary project-based learning (IPBL) is regarded as crucial pedagogy that can provide sufficient training in teamwork by developing multidiscipline teams similar to those that operate in industry. In responding to this need in higher education, a number of scholars have conducted the studies that involve complex technical, engineering, educational and social projects based on cross-disciplinary domain knowledge for students with different subject specialisms, so that they can contribute their individual efforts and resources to promote learning (Carpenter et al 2007;Johansen et al, 2009;Maxim, 2006;Stozhko et al, 2015;Whitney, 2014). Such works suggest that this kind of IPBL can help students to further develop creativity and overcome the barriers framed by disciplinary egocentrism.…”

Section: Introductionmentioning

confidence: 99%

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Exploring the Influence of Using Collaborative Tools on the Community of Inquiry in an Interdisciplinary Project-Based Learning Context

Hsu

Shiue

2017

EURASIA J MATH SCI T

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This study aims to explore the relationships among three presences, namely cognitive presence, social presence and teaching presence in a Community of Inquiry (CoI) framework in the context of interdisciplinary project-based learning (IPBL) through the collaborative technology Google Applications. The survey data was collected from 138 students with mixed subject specialism participated in a cultural creativity project. All participants were randomly assigned into one of two groups. The control group used online discussion boards, while the treatment group used the Google Applications as a collaborative technology to support the project learning. The results of the study showed that the students' cognitive presence was positively influenced by the teaching and social presence, which supported the theoretical CoI framework. Moreover, in an IPBL context with the support of the Google Applications, social presence had more predictive power in explaining students' cognitive presence than the support provided by the online discussion boards.

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Section: Interdisciplinary Project-based Learning (Ipbl)mentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Exploring the Influence of Using Collaborative Tools on the Community of Inquiry in an Interdisciplinary Project-Based Learning Context

Hsu

Shiue

2017

EURASIA J MATH SCI T

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Using design thinking for interdisciplinary curriculum design and teaching: a case study in higher education

Wang

2024

Humanit Soc Sci Commun

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This study investigates the utilization of design thinking by a university instructor in the development and delivery of an interdisciplinary curriculum. It examines the challenges encountered and the coping strategies employed during the process. The research, conducted as a case study of an interdisciplinary program course at a university in southern Taiwan from September to December 2022, involved data collection through field observations, in-depth interviews, and document analysis. All data were transcribed verbatim, coded, and triangulated to enhance research validity. The findings suggest that design thinking serves as an effective methodology for interdisciplinary curriculum design and teaching. It emphasizes the integration of practice and application to facilitate students’ interdisciplinary collaboration and co-creation. Additionally, the study evaluates teaching strategies, with a focus on the role of visual tools, communication, and on-site observation. The insights gained from this research provide valuable perspectives on challenges in interdisciplinary teaching, particularly in a post-pandemic context. They guided the development of effective practices in Taiwan and beyond, addressing crucial aspects such as the roles of instructors, resource allocation, and the cultivation of interdisciplinary talent. The study emphasizes the continuous need for adaptation and the prioritization of depth in learning outcomes.

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Students’ perceptions of an interdisciplinary global study tour: uncovering inexplicit employability skills

Hains-Wesson

2019

Higher Education Research & Development

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Interdisciplinary Project-Based Model for Enhanced Instruction of Courses

Cited by 4 publications

References 4 publications

Exploring the Influence of Using Collaborative Tools on the Community of Inquiry in an Interdisciplinary Project-Based Learning Context

Exploring the Influence of Using Collaborative Tools on the Community of Inquiry in an Interdisciplinary Project-Based Learning Context

Using design thinking for interdisciplinary curriculum design and teaching: a case study in higher education

Students’ perceptions of an interdisciplinary global study tour: uncovering inexplicit employability skills

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