Change learning culture with collaboration

Willey, K; Gardner, A

Change learning culture with collaboration

Willey, K

Gardner, A

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Publication Type:: Conference Proceeding
Citation:: SEFI Annual Conference 2011, 2011, pp. 93 - 98
Issue Date:: 2011-01-01

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Field	Value	Language
dc.contributor.author	Willey, K https://orcid.org/0000-0003-1478-0346	en_US
dc.contributor.author	Gardner, A https://orcid.org/0000-0003-2764-591X	en_US
dc.date.issued	2011-01-01	en_US
dc.identifier.citation	SEFI Annual Conference 2011, 2011, pp. 93 - 98	en_US
dc.identifier.uri	http://hdl.handle.net/10453/31409
dc.description.abstract	Copyright © 2015 SEFI. Engineers are often required to make critical judgments involving decisions that extend beyond traditional discipline boundaries, requiring professional engineers to undertake ongoing learning. Much of this learning is informal, learnt on the job from peers from different disciplines. To develop the skills required for professional practice students need opportunities to work in a collaborative learning environment. Many students resist having to take responsibility for their own learning rather expecting this to be the responsibility of their teaching academics. This resistance is often associated with Asian cultures where there is a perception of reliance on rote learning and an expectation of being passively taught. Furthermore, undertaking collaborative activities may be more difficult when students are not being taught in their primary language. While teaching an undergraduate engineering science program in Hong Kong the authors had initially found it difficult to motivate students to participate in learning activities that involved them using their judgement or critical analysis. In response, learning activities were redesigned to integrate collaborative peer learning and promote a culture of learning rather than a focus on passing a series of assessments. We found that students whose previous learning experiences were mainly passive despite some initial apprehension not only adjusted, but enthusiastically engaged in collaborative learning when given the opportunity. Furthermore, the formative nature of the activities freed students from the burden of strategically collecting marks, allowing them to focus on learning, take responsibility for their own progress and encouraged active participation in the learning process.	en_US
dc.relation.ispartof	SEFI Annual Conference 2011	en_US
dc.title	Change learning culture with collaboration	en_US
dc.type	Conference Proceeding
utslib.for	1399 Other Education	en_US
dc.location.activity	Lisbon, Portugal
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Engineering and Information Technology
pubs.organisational-group	/University of Technology Sydney/Faculty of Engineering and Information Technology/School of Civil and Environmental Engineering
pubs.organisational-group	/University of Technology Sydney/Strength - CRIN - Realtime Information Networks
utslib.copyright.status	closed_access
pubs.publication-status	Published	en_US

Abstract:

Copyright © 2015 SEFI. Engineers are often required to make critical judgments involving decisions that extend beyond traditional discipline boundaries, requiring professional engineers to undertake ongoing learning. Much of this learning is informal, learnt on the job from peers from different disciplines. To develop the skills required for professional practice students need opportunities to work in a collaborative learning environment. Many students resist having to take responsibility for their own learning rather expecting this to be the responsibility of their teaching academics. This resistance is often associated with Asian cultures where there is a perception of reliance on rote learning and an expectation of being passively taught. Furthermore, undertaking collaborative activities may be more difficult when students are not being taught in their primary language. While teaching an undergraduate engineering science program in Hong Kong the authors had initially found it difficult to motivate students to participate in learning activities that involved them using their judgement or critical analysis. In response, learning activities were redesigned to integrate collaborative peer learning and promote a culture of learning rather than a focus on passing a series of assessments. We found that students whose previous learning experiences were mainly passive despite some initial apprehension not only adjusted, but enthusiastically engaged in collaborative learning when given the opportunity. Furthermore, the formative nature of the activities freed students from the burden of strategically collecting marks, allowing them to focus on learning, take responsibility for their own progress and encouraged active participation in the learning process.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/31409