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Introduction of Team Self-Regulation for Teamwork Promotion. A Case Study in Energy Engineering Topics

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Title: Introduction of Team Self-Regulation for Teamwork Promotion. A Case Study in Energy Engineering Topics
Language: English
Authors: González-Fernández, María Jesús, Sáiz-Manzanares, María Consuelo, Alaoui, Fatima E. M., Aguilar, Fernando, Meneses, Jesús, Montero, Eduardo
Source: Journal of Technology and Science Education. 2013 3(3):139-147.
Availability: Journal of Technology and Science Education. ESEIAAT, Department of Projectes d'Enginyeria c/Colom 11, 08222 Terrassa, Spain. e-mail: info@jotse.org; e-mail: info@omniascience.com; Web site: http://www.jotse.org/index.php/jotse
Peer Reviewed: Y
Page Count: 9
Publication Date: 2013
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Self Management, Teamwork, Active Learning, Learning Strategies, Engineering Education, Teaching Methods, Case Studies, Learning Activities, Energy, Heat, Thermodynamics, Electronics, Peer Relationship, Student Attitudes, Program Descriptions, Undergraduate Students, Foreign Countries
Geographic Terms: Spain
ISSN: 2014-5349
Abstract: The learning and development of teamwork skill is only possible if its achievement is a self-building process of the student. In turn, the teachers must become guides in the process of a learning which is not limited only to the topic of their own course, but which must be imbedded with a good dose of this skill. Promotion of teamwork is not spontaneous but very often requires the use of self-regulation within teams. The aim of the paper is to elucidate if positive or negative self-regulation of teams are useful to promote teamwork. The paper presents some experiences on the use of self-regulation of teams within active teaching strategies that involve teamwork as a critical skill in engineering education. The paper presents first the fundamentals of the learning strategy adopted, intended to develop teamwork abilities in the students. It then describes the context and challenges faced up in the case studies, as well as the essentials of the learning activities proposed. Finally, the paper discusses the student's achievement and perception. Although some influence of unbalanced teams there exists, it can be stated that positive self-regulation of teams is more easily accepted by teams than the negative ones, because of the influence on interpersonal relationships amongst students. The topics involved in this experience are energy related topics such as electrical installations, heat transfer, engineering thermodynamics or theory of circuits.
Abstractor: As Provided
Number of References: 13
Entry Date: 2017
Accession Number: EJ1136373
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1136373
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  Data: Introduction of Team Self-Regulation for Teamwork Promotion. A Case Study in Energy Engineering Topics
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  Data: <searchLink fieldCode="AR" term="%22González-Fernández%2C+María+Jesús%22">González-Fernández, María Jesús</searchLink><br /><searchLink fieldCode="AR" term="%22Sáiz-Manzanares%2C+María+Consuelo%22">Sáiz-Manzanares, María Consuelo</searchLink><br /><searchLink fieldCode="AR" term="%22Alaoui%2C+Fatima+E%2E+M%2E%22">Alaoui, Fatima E. M.</searchLink><br /><searchLink fieldCode="AR" term="%22Aguilar%2C+Fernando%22">Aguilar, Fernando</searchLink><br /><searchLink fieldCode="AR" term="%22Meneses%2C+Jesús%22">Meneses, Jesús</searchLink><br /><searchLink fieldCode="AR" term="%22Montero%2C+Eduardo%22">Montero, Eduardo</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Technology+and+Science+Education%22"><i>Journal of Technology and Science Education</i></searchLink>. 2013 3(3):139-147.
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  Data: Journal of Technology and Science Education. ESEIAAT, Department of Projectes d'Enginyeria c/Colom 11, 08222 Terrassa, Spain. e-mail: info@jotse.org; e-mail: info@omniascience.com; Web site: http://www.jotse.org/index.php/jotse
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  Data: <searchLink fieldCode="DE" term="%22Self+Management%22">Self Management</searchLink><br /><searchLink fieldCode="DE" term="%22Teamwork%22">Teamwork</searchLink><br /><searchLink fieldCode="DE" term="%22Active+Learning%22">Active Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Strategies%22">Learning Strategies</searchLink><br /><searchLink fieldCode="DE" term="%22Engineering+Education%22">Engineering Education</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Case+Studies%22">Case Studies</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Activities%22">Learning Activities</searchLink><br /><searchLink fieldCode="DE" term="%22Energy%22">Energy</searchLink><br /><searchLink fieldCode="DE" term="%22Heat%22">Heat</searchLink><br /><searchLink fieldCode="DE" term="%22Thermodynamics%22">Thermodynamics</searchLink><br /><searchLink fieldCode="DE" term="%22Electronics%22">Electronics</searchLink><br /><searchLink fieldCode="DE" term="%22Peer+Relationship%22">Peer Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Descriptions%22">Program Descriptions</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Spain%22">Spain</searchLink>
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  Data: The learning and development of teamwork skill is only possible if its achievement is a self-building process of the student. In turn, the teachers must become guides in the process of a learning which is not limited only to the topic of their own course, but which must be imbedded with a good dose of this skill. Promotion of teamwork is not spontaneous but very often requires the use of self-regulation within teams. The aim of the paper is to elucidate if positive or negative self-regulation of teams are useful to promote teamwork. The paper presents some experiences on the use of self-regulation of teams within active teaching strategies that involve teamwork as a critical skill in engineering education. The paper presents first the fundamentals of the learning strategy adopted, intended to develop teamwork abilities in the students. It then describes the context and challenges faced up in the case studies, as well as the essentials of the learning activities proposed. Finally, the paper discusses the student's achievement and perception. Although some influence of unbalanced teams there exists, it can be stated that positive self-regulation of teams is more easily accepted by teams than the negative ones, because of the influence on interpersonal relationships amongst students. The topics involved in this experience are energy related topics such as electrical installations, heat transfer, engineering thermodynamics or theory of circuits.
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  Data: 13
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  Data: EJ1136373
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      – Text: English
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        PageCount: 9
        StartPage: 139
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      – SubjectFull: Self Management
        Type: general
      – SubjectFull: Teamwork
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      – SubjectFull: Active Learning
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      – SubjectFull: Thermodynamics
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      – SubjectFull: Electronics
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      – SubjectFull: Undergraduate Students
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Spain
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