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Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques
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Challenges to Student Interdisciplinary Learning Effectiveness: An Empirical Case Study.

Cong Xu1, Chih-Fu Wu2, Dan-Dan Xu1

  • 1The Graduate Institute of Design Science, Tatung University, Taipei 104, Taiwan.

Journal of Intelligence
|October 24, 2022
PubMed
Summary
This summary is machine-generated.

Interdisciplinary programs integrating design, engineering, and business did not significantly improve students' interdisciplinary integration ability compared to single-discipline studies. Factors like motivation and learning pressure may influence outcomes.

Keywords:
challenges of interdisciplinary learninginterdisciplinary integration abilitylearning environmentlearning outcomesstudent attributes

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Area of Science:

  • Educational research
  • Higher education studies
  • Interdisciplinary learning

Background:

  • Universities offer interdisciplinary programs (design, engineering, business) to meet industrial demands.
  • The impact of these programs on student interdisciplinary ability remains under-explored.
  • Research is needed to compare interdisciplinary programs with single-discipline studies.

Purpose of the Study:

  • To quantitatively compare the interdisciplinary integration ability of students in interdisciplinary programs versus single-discipline studies.
  • To identify factors influencing interdisciplinary learning effectiveness.
  • To provide insights for improving interdisciplinary teaching design.

Main Methods:

  • Quantitative comparison of 91 student questionnaires.
  • Qualitative analysis of interviews with nine teachers and staff.
  • Study conducted at a university offering an interdisciplinary program.

Main Results:

  • No significant difference in interdisciplinary integration ability was found between students in interdisciplinary and single-discipline programs.
  • Potential influencing factors include lack of student motivation, prior experience, individual traits, increased academic burden, and disciplinary interference.
  • Student interdisciplinary learning effectiveness may be impacted by these factors.

Conclusions:

  • Current interdisciplinary programs may not inherently enhance students' interdisciplinary integration ability.
  • Understanding influencing factors is crucial for improving interdisciplinary learning.
  • Findings offer a reference for interdisciplinary teaching design and faculty development.