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Examining Engineering Students' Perceptions of Learner Agency Enactment in Problem- and Project-Based Learning Using Q Methodology
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Du, Xiangyun; Lundberg, Adrian; Ayari, Mohamed A.; Naji, Khalid K.; Hawari, Alaa – Journal of Engineering Education, 2022
Background: Few studies have reported how students enact learner agency in a team setting or examined what elements of team settings students perceive as more supportive of their learning in problem- and project-based learning (PBL) processes. Purpose: This study explores how engineering students perceive their enactment of learner agency,…
Descriptors: Engineering Education, Student Attitudes, Personal Autonomy, Problem Based Learning
A Narrative Inquiry into Developing Learner Agency of Engineering Students in an Intercultural PBL Environment
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Jiang, Dan; Dahl, Bettina; Du, Xiangyun – European Journal of Engineering Education, 2022
This study explores how engineering students develop learner agency in an intercultural PBL (problem- and project-based learning) environment, along with the factors that affect their development. Theoretically, learner agency is framed within three interrelated dimensions: intrapersonal, behavioural, and environmental. A narrative inquiry…
Descriptors: Foreign Countries, Graduate Students, Engineering Education, Problem Based Learning
First-Year Engineering Students' Learner Agency Sources in a Systemic PBL Environment: A Q Study
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Lyngdorf, Niels Erik Ruan; Du, Xiangyun; Lundberg, Adrian – European Journal of Engineering Education, 2023
Problem-based learning (PBL) has been implemented with different levels of success in first-year engineering education in response to the rapidly growing requirements for a higher degree of learner agency in graduates. This study is contextualised in a systemic problem-based learning environment and explores the sources of first-year engineering…
Descriptors: Problem Based Learning, College Freshmen, Engineering Education, Personal Autonomy
Engineering Students' Perception of Learner Agency Development in an Intercultural PBL (Problem- and Project-Based) Team Setting
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Jiang, Dan; Dahl, Bettina; Chen, Juebei; Du, Xiangyun – IEEE Transactions on Education, 2023
Contribution: This study explores the elements engineering students perceive as important for developing their learner agency in the context of intercultural project-based learning (PBL) teams. Background: The concept of learner agency has recently gained prominence due to its relevance for student-centeredness, autonomy, self-regulation, and…
Descriptors: Engineering Education, Student Attitudes, Personal Autonomy, Multicultural Education
Engineering Students' Approaches to Learning and Views on Collaboration: How Do Both Evolve in a PBL Environment and What Are Their Contributing and Constraining Factors?
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Du, Xiangyun; Ebead, Usama; Sabah, Saed; Ma, Jianping; Naji, Khalid Kamal – EURASIA Journal of Mathematics, Science and Technology Education, 2019
Background: This study investigated the development of engineering students' approaches to learning and views on collaboration in a PBL environment. Material and methods: An explanatory mixed research approach was employed with participants from four PBL-implementing engineering courses in Qatar and China. 197 students responded to two surveys,…
Descriptors: Engineering Education, Student Attitudes, Undergraduate Students, Cooperative Learning
Student Engagement for Intercultural Learning in Multicultural Project Groups via the Use of English as a Lingua Franca
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Zhao, Ke; Du, Xiangyun; Tan, Huiyu – Language, Culture and Curriculum, 2021
In light of increased cross-border movements of students to pursue their academic studies, university educators in many contexts are concerned about a lack of interactive engagement among students from different cultural backgrounds because of the use of L2 in international programmes. This study explores how students develop engagement in…
Descriptors: Learner Engagement, Second Language Learning, Second Language Instruction, Foreign Students
Chinese Business Students' Changes in Beliefs and Strategy Use in a Constructively Aligned PBL Course
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Zhao, Ke; Zhang, Jie; Du, Xiangyun – Teaching in Higher Education, 2017
This study adopted a longitudinal retrospective case study approach to investigate Chinese business students' transitional learning experience in a problem-based learning (PBL) course with innovative assessment practices. The study focused on students' beliefs and strategy use in a constructively aligned PBL course for business communication.…
Descriptors: Case Studies, Foreign Countries, Business Administration Education, College Students