Abstract
The literature indicates that university programs often fail to provide students with opportunities for interdisciplinary and project-based learning, which are essential for developing new skills, including professional ones (Reverdy, 2013). It is crucial for students to master their field and be capable of working in interdisciplinary settings. Reflective practice has been proven to be a valuable method for enhancing students' awareness of their abilities (Denami & Adinda, 2023), enabling them to better regulate their own learning (Bandura, 1997). This study examines students’ learning experiences in higher education by creating a context for project-based learning within an interdisciplinary framework. Forty-two students from two different faculties worked together on a real project. Our method involved initially providing a reflective guide to help them focus on various aspects of their learning, such as competencies, motivation, social aspects, and learning situations. We then analyzed students' self-assessments of their competencies using lexical analysis software. Results indicated that on the first day (T1), students identified five main topics demonstrating their competencies: work values, project management, communication, social relations, and interdisciplinary experience. These same topics were mentioned on the second day (T2), with more accurate use of vocabulary related to project management and interdisciplinary topics. Additionally, students identified two new competencies: decision-making and communication performance.The results of this study justify the benefits of interdisciplinary collaboration, help lecturers develop teaching practices, and therefore will influence teaching policies in higher education. In future research, we aim to understand which learning situations (formal, non-formal, semi-formal) facilitate more significant learning.
Author Information
Dina Adinda, CREF – UR 1589, Université Paris Nanterre, France
Maria Denami, LISEC – UR 2310, Université Haute-Alsace, France
Paper Information
Conference: BCE2024
Stream: Learning Experiences
This paper is part of the BCE2024 Conference Proceedings (View)
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To cite this article:
Adinda D., & Denami M. (2025) Insights Into Student Self-Assessment Within Interdisciplinary Project-Based Learning ISSN: 2435-9467 – The Barcelona Conference on Education 2024: Official Conference Proceedings (pp. 651-663) https://doi.org/10.22492/issn.2435-9467.2024.57
To link to this article: https://doi.org/10.22492/issn.2435-9467.2024.57
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