Interdisciplinary higher education with a focus on academic motivation and teamwork diversity
Despite the growing literature on interdisciplinary teaching experiences in higher education, setting an interdisciplinary course remains an intuitive process of problematic transmission among teachers. We defined an interdisciplinary course structure grounded in constructivism, academic motivation,...
| Main Authors: | , , , , , , , , , |
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| Format: | Article |
| Language: | English |
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Elsevier
2021-01-01
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| Series: | International Journal of Educational Research Open |
| Subjects: | |
| Online Access: | http://www.sciencedirect.com/science/article/pii/S2666374021000327 |
| _version_ | 1819097814280437760 |
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| author | Ana M. Corbacho Lucía Minini Mariana Pereyra Alice Elizabeth González-Fernández Rodrigo Echániz Lorena Repetto Paula Cruz Verónica Fernández-Damonte Andrea Lorieto Maximiliano Basile |
| author_facet | Ana M. Corbacho Lucía Minini Mariana Pereyra Alice Elizabeth González-Fernández Rodrigo Echániz Lorena Repetto Paula Cruz Verónica Fernández-Damonte Andrea Lorieto Maximiliano Basile |
| author_sort | Ana M. Corbacho |
| collection | DOAJ |
| description | Despite the growing literature on interdisciplinary teaching experiences in higher education, setting an interdisciplinary course remains an intuitive process of problematic transmission among teachers. We defined an interdisciplinary course structure grounded in constructivism, academic motivation, and social and managing psychology. The teaching strategy included teamwork, problem-based learning (PBL), and activities to fostering academic motivation and working with diverse perspectives. Six interdisciplinary teaching teams developed courses for undergraduate students from multiple university areas. The student course experience questionnaire and student reflective writing pieces were used as instruments for data collection, and a mixed-methods approach was used for data analysis. From the student perspective, participating in an interdisciplinary course influenced the development of four top skills and attitudes: to work as a team member, to explore ideas confidently with other people, to develop as a person, and to develop relevant, ethical, social, and professional perspectives. Impact was also found in developing enthusiasm for learning, tackling unfamiliar problems, and becoming an active enquiring learner. Results indicated course characteristics linked to five academic motivation areas, pointing to 'success' and 'caring' experiences as the most influential. Also, teamwork was a central aspect of the experience, positively influenced by group diversity and the development of a learning community. In summary, this work offers insights into interdisciplinary course development and evaluation, guiding teachers to focus on aspects rarely attended in traditional higher education courses. |
| first_indexed | 2024-12-22T00:21:04Z |
| format | Article |
| id | doaj.art-8fa80c635c774f2ab5109c10ff73896e |
| institution | Directory Open Access Journal |
| issn | 2666-3740 |
| language | English |
| last_indexed | 2024-12-22T00:21:04Z |
| publishDate | 2021-01-01 |
| publisher | Elsevier |
| record_format | Article |
| series | International Journal of Educational Research Open |
| spelling | doaj.art-8fa80c635c774f2ab5109c10ff73896e2022-12-21T18:45:10ZengElsevierInternational Journal of Educational Research Open2666-37402021-01-012100062Interdisciplinary higher education with a focus on academic motivation and teamwork diversityAna M. Corbacho0Lucía Minini1Mariana Pereyra2Alice Elizabeth González-Fernández3Rodrigo Echániz4Lorena Repetto5Paula Cruz6Verónica Fernández-Damonte7Andrea Lorieto8Maximiliano Basile9Espacio Interdisciplinario, Universidad de la República (Udelar), Montevideo, Uruguay; Corresponding author at: Espacio Interdisciplinario, Udelar, José E. Rodó 1843, Montevideo 11200, Uruguay.Espacio Interdisciplinario, Universidad de la República (Udelar), Montevideo, Uruguay; Departamento de Química Orgánica, Facultad de Química, Udelar, Montevideo, UruguayEspacio Interdisciplinario, Universidad de la República (Udelar), Montevideo, Uruguay; Centro de Investigaciones Nucleares, Facultad de Ciencias, Udelar, Montevideo, UruguayIMFIA-Departamento de Ingeniería Ambiental, Facultad de Ingeniería, Udelar, Montevideo, UruguayEspacio Interdisciplinario, Universidad de la República (Udelar), Montevideo, Uruguay; Instituto de Comunicación, Facultad de Información y Comunicación, Udelar, Montevideo, UruguayEspacio Interdisciplinario, Universidad de la República (Udelar), Montevideo, UruguayEspacio Interdisciplinario, Universidad de la República (Udelar), Montevideo, Uruguay; Escuela Universitaria Centro de Diseño, Facultad de Arquitectura, Diseño y Urbanismo, Udelar, Montevideo, UruguayEspacio Interdisciplinario, Universidad de la República (Udelar), Montevideo, UruguayEspacio Interdisciplinario, Universidad de la República (Udelar), Montevideo, Uruguay; Escuela Universitaria Centro de Diseño, Facultad de Arquitectura, Diseño y Urbanismo, Udelar, Montevideo, UruguayEspacio Interdisciplinario, Universidad de la República (Udelar), Montevideo, Uruguay; Instituto de Comunicación, Facultad de Información y Comunicación, Udelar, Montevideo, UruguayDespite the growing literature on interdisciplinary teaching experiences in higher education, setting an interdisciplinary course remains an intuitive process of problematic transmission among teachers. We defined an interdisciplinary course structure grounded in constructivism, academic motivation, and social and managing psychology. The teaching strategy included teamwork, problem-based learning (PBL), and activities to fostering academic motivation and working with diverse perspectives. Six interdisciplinary teaching teams developed courses for undergraduate students from multiple university areas. The student course experience questionnaire and student reflective writing pieces were used as instruments for data collection, and a mixed-methods approach was used for data analysis. From the student perspective, participating in an interdisciplinary course influenced the development of four top skills and attitudes: to work as a team member, to explore ideas confidently with other people, to develop as a person, and to develop relevant, ethical, social, and professional perspectives. Impact was also found in developing enthusiasm for learning, tackling unfamiliar problems, and becoming an active enquiring learner. Results indicated course characteristics linked to five academic motivation areas, pointing to 'success' and 'caring' experiences as the most influential. Also, teamwork was a central aspect of the experience, positively influenced by group diversity and the development of a learning community. In summary, this work offers insights into interdisciplinary course development and evaluation, guiding teachers to focus on aspects rarely attended in traditional higher education courses.http://www.sciencedirect.com/science/article/pii/S2666374021000327Higher educationInterdisciplinaryProblem-based learningTeamworkDiversityMotivation |
| spellingShingle | Ana M. Corbacho Lucía Minini Mariana Pereyra Alice Elizabeth González-Fernández Rodrigo Echániz Lorena Repetto Paula Cruz Verónica Fernández-Damonte Andrea Lorieto Maximiliano Basile Interdisciplinary higher education with a focus on academic motivation and teamwork diversity International Journal of Educational Research Open Higher education Interdisciplinary Problem-based learning Teamwork Diversity Motivation |
| title | Interdisciplinary higher education with a focus on academic motivation and teamwork diversity |
| title_full | Interdisciplinary higher education with a focus on academic motivation and teamwork diversity |
| title_fullStr | Interdisciplinary higher education with a focus on academic motivation and teamwork diversity |
| title_full_unstemmed | Interdisciplinary higher education with a focus on academic motivation and teamwork diversity |
| title_short | Interdisciplinary higher education with a focus on academic motivation and teamwork diversity |
| title_sort | interdisciplinary higher education with a focus on academic motivation and teamwork diversity |
| topic | Higher education Interdisciplinary Problem-based learning Teamwork Diversity Motivation |
| url | http://www.sciencedirect.com/science/article/pii/S2666374021000327 |
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