Towards better cooperative learning in urban planning education

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F60460709%3A41330%2F19%3A79452" target="_blank" >RIV/60460709:41330/19:79452 - isvavai.cz</a>

Výsledek na webu

<a href="https://www.tandfonline.com/doi/full/10.1080/03098265.2019.1655719" target="_blank" >https://www.tandfonline.com/doi/full/10.1080/03098265.2019.1655719</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1080/03098265.2019.1655719" target="_blank" >10.1080/03098265.2019.1655719</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Towards better cooperative learning in urban planning education

Popis výsledku v původním jazyce

Urban planning is a practical multifarious discipline and thus teamwork competence is important for urban planners. Cooperative learning is a possible method of obtaining this competence in the education process. Our aim is to investigate the cooperative learning method on the Urban Planning undergraduate course at the Faculty of Environmental Sciences, Czech University of Life Sciences in Prague. Our paper focuses on the influence of student-directed assessment on free-riding problem, and students dealing with teachers dissensus. We present student perspectives based on a questionnaire and face-toface interviews with all students in the final year of the course. The results are discussed considering cultural differences based on aspects of power distance and uncertainty avoidance. Our main findings support the importance of a studentdriven approach in collaborative learning as prevention against the free-riding problem, and multiple teacher lessons as prevention against the conformist a

Název v anglickém jazyce

Towards better cooperative learning in urban planning education

Popis výsledku anglicky

Urban planning is a practical multifarious discipline and thus teamwork competence is important for urban planners. Cooperative learning is a possible method of obtaining this competence in the education process. Our aim is to investigate the cooperative learning method on the Urban Planning undergraduate course at the Faculty of Environmental Sciences, Czech University of Life Sciences in Prague. Our paper focuses on the influence of student-directed assessment on free-riding problem, and students dealing with teachers dissensus. We present student perspectives based on a questionnaire and face-toface interviews with all students in the final year of the course. The results are discussed considering cultural differences based on aspects of power distance and uncertainty avoidance. Our main findings support the importance of a studentdriven approach in collaborative learning as prevention against the free-riding problem, and multiple teacher lessons as prevention against the conformist a

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

—

Návaznosti

S - Specificky vyzkum na vysokych skolach

Rok uplatnění

2019

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

JOURNAL OF GEOGRAPHY IN HIGHER EDUCATION

ISSN

0309-8265

e-ISSN

1466-1845

Svazek periodika

43

Číslo periodika v rámci svazku

4

Stát vydavatele periodika

CZ - Česká republika

Počet stran výsledku

16

Strana od-do

399-414

Kód UT WoS článku

000481664300001

EID výsledku v databázi Scopus

2-s2.0-85070982927