Different, Difficult, and Local: A Review of Interdisciplinary Teaching Activities

Lindvig, Katrine; Ulriksen, Lars

doi:10.1353/rhe.2019.0115

Cited by 45 publications

(38 citation statements)

References 14 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…They conclude that interdisciplinary research teams on sustainability work on the thin line between success and failure. Similar to researchers in interdisciplinary science projects, students also reported to experience conflict in interdisciplinary teamwork due to discipline-based differences [34,35,62,[64][65][66]. Particularly in interdisciplinary HESD, students' varying backgrounds, individual knowledge limitations in other disciplines, and different definitions and approaches to issues in SD become apparent [62].…”

Section: Interdisciplinary Vs Monodisciplinary Project-based Learninmentioning

confidence: 76%

“…However, research on team diversity yielded mixed results regarding innovation and is limited to cross-sectional research designs [19,50,[54][55][56]88]. The present study's approach explores students' innovation over time in project-based learning-one of the most popular teaching-learning formats in HESD [18,34,35]-to investigate whether students are more innovative in interdisciplinary or monodisciplinary learning.…”

Section: Discussionmentioning

confidence: 99%

“…Zhou [9] identified poor management, a lack of supervisory support, and ineffective communication as typical barriers in project-based learning in HESD. These barriers might be even higher in interdisciplinary project-based learning, since interdisciplinary teams experience difficulties in identifying common ground, misunderstandings, and conflict [34,35,62,[64][65][66]. The implementation of tutors who function as mediators might enhance understanding across disciplines at the beginning of interdisciplinary teamwork.…”

Section: Discussionmentioning

confidence: 99%

“…Project-based learning is one of the most popular teaching-learning formats in HESD [18,34,35]. Project-based learning was first introduced by Kilpatrick [36] as the project method to engage students in hearty and purposeful activities and was further developed by Blumenfeld et al [37].…”

Section: Interdisciplinary Vs Monodisciplinary Project-based Learninmentioning

confidence: 99%

“…Particularly in interdisciplinary HESD, students' varying backgrounds, individual knowledge limitations in other disciplines, and different definitions and approaches to issues in SD become apparent [62]. Further, students find the interdisciplinary setting disturbing, and even frightening, because it differs from the ways in which they are accustomed to learning in monodisciplinary courses [34]. In contrast, students are used to monodisciplinary learning.…”

Section: Interdisciplinary Vs Monodisciplinary Project-based Learninmentioning

confidence: 99%

See 4 more Smart Citations

Students’ Innovation in Education for Sustainable Development—A Longitudinal Study on Interdisciplinary vs. Monodisciplinary Learning

Braßler

Schultze

2021

Sustainability

View full text Add to dashboard Cite

Innovative ideas are essential to sustainable development. Students’ innovative potential in higher education for sustainable development (HESD) has so far been neglected. Innovation is often associated with an interdisciplinary approach. However, the results of research on diversity and its role in innovation are inconsistent. The present study takes a longitudinal approach to investigating student teams in project-based learning courses in HESD in Germany. This study examines how innovation develops in interdisciplinary student teams in contrast to monodisciplinary student teams. The results of the latent change approach from a sample of 69 student teams indicate significant changes in students’ innovation over time. Monodisciplinary student teams outperform interdisciplinary student teams in idea promotion (convincing potential allies) at the beginning, whereas interdisciplinary student teams outperform monodisciplinary student teams in idea generation (production of novel and useful ideas) in the midterm. There is no difference in the long term. The results indicate that interdisciplinary student teams have an advantage in the generation of novel ideas but need time to leverage their access to different discipline-based knowledge. We discuss practical implications for the design of interdisciplinary learning with strategies to support students in the formation phase in project-based learning in HESD.

show abstract

Section: Interdisciplinary Vs Monodisciplinary Project-based Learninmentioning

confidence: 76%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Interdisciplinary Vs Monodisciplinary Project-based Learninmentioning

confidence: 99%

Section: Interdisciplinary Vs Monodisciplinary Project-based Learninmentioning

confidence: 99%

See 3 more Smart Citations

Students’ Innovation in Education for Sustainable Development—A Longitudinal Study on Interdisciplinary vs. Monodisciplinary Learning

Braßler

Schultze

2021

Sustainability

View full text Add to dashboard Cite

show abstract

Student reflections on an interdisciplinary pandemics course utilising systems thinking

Shelley

Osborne

Reid

et al. 2022

Health Prom J of Aust

View full text Add to dashboard Cite

Issue addressed: The complexity and uncertainty of the COVID-19 pandemic highlights the need to change training of public health professionals in higher education by shifting from siloed specialisations to interdisciplinary collaboration. At the end of 2020 and 2021, public health professionals collaboratively designed and delivered, a week-long intensive course-Public Health in Pandemics. The aim of this research study was to understand whether the use of systems thinking in the design and delivery of the course enabled students to grasp the interdisciplinary nature of contemporary health promotion and public health practice. Research methods: Two focus group interviews (n = 5 and 3/47) and a course opinion survey (n = 11/47) were utilised to gather information from students regarding experiences and perceptions of course design and delivery, and to determine if students felt better able to understand the complex nature of pandemics and pandemic responses.Major findings: Students provided positive feedback on the course and believed that the course design and delivery assisted in understanding the complex nature of health problems and the ways in which health promotion and public health practitioners need to work across sectors with diverse disciplines for pandemic responses. Conclusions:The use of an integrated interdisciplinary approach to course design and delivery enabled students used systems thinking to understand the complexity in preparing for and responding to a pandemic. This approach may have utility in preparing an agile, iterative and adaptive health promotion and public health workforce more capable of facing the challenges and complexity in public health.

show abstract

Mutuality and Inter-relativity of Drama and Science

Clark-Fookes

Henderson

2021

Science and Drama: Contemporary and Creative Approaches to Teaching and Learning

View full text Add to dashboard Cite

Different, Difficult, and Local: A Review of Interdisciplinary Teaching Activities

Cited by 45 publications

References 14 publications

Students’ Innovation in Education for Sustainable Development—A Longitudinal Study on Interdisciplinary vs. Monodisciplinary Learning

Students’ Innovation in Education for Sustainable Development—A Longitudinal Study on Interdisciplinary vs. Monodisciplinary Learning

Student reflections on an interdisciplinary pandemics course utilising systems thinking

Mutuality and Inter-relativity of Drama and Science

Contact Info

Product

Resources

About