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  • A holistic project-based learning approach can be used to support the development of teamwork, critical thinking, communication and research skills in undergraduate engineers in international contexts where English is a lingua franca. However, in many contexts, this approach might remain an under-exploited option. Our qualitative case study focused on one community of practice within the communication department of an engineering university in the Middle East that appears to have embraced project-based learning. Drawing on cultural-historical activity theory, we concentrated on gaining a deeper understanding of how this community of practice has developed and been sustained. From a socially-situated language teacher cognition research perspective, we analyzed experiences, beliefs and practices of communication department faculty regarding project-based learning. Our rich, descriptive account may be of interest to academics interested in encouraging project-based learning elsewhere. (xsd:string)
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  • 2019 (xsd:gyear)
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  • 2019 (xsd:gyear)
?:doi
  • 10.17169/fqs-20.2.3170 ()
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  • true (xsd:boolean)
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  • en (xsd:string)
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  • 1438-5627 ()
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  • 2 (xsd:string)
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  • Tracing the growth of a community of practice centered on holistic project-based learning in communication at an engineering university in the United Arab Emirates: insights from a socially-situated teacher cognition perspective (xsd:string)
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  • Zeitschriftenartikel (xsd:string)
  • journal_article (en)
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  • GESIS-SSOAR (xsd:string)
  • In: Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 20, 2019, 2, 21 (xsd:string)
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?:urn
  • urn:nbn:de:0168-ssoar-62867-7 ()
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  • 20 (xsd:string)