IDEAS home Printed from https://ideas.repec.org/a/hin/complx/7306871.html
   My bibliography  Save this article

An Interview-Based Study of Pioneering Experiences in Teaching and Learning Complex Systems in Higher Education

Author

Listed:
  • Joseph T. Lizier
  • Michael S. Harré
  • Melanie Mitchell
  • Simon DeDeo
  • Conor Finn
  • Kristian Lindgren
  • Amanda L. Lizier
  • Hiroki Sayama

Abstract

Due to the interdisciplinary nature of complex systems as a field, students studying complex systems at university level have diverse disciplinary backgrounds. This brings challenges (e.g., wide range of computer programming skills) but also opportunities (e.g., facilitating interdisciplinary interactions and projects) for the classroom. However, little has been published regarding how these challenges and opportunities are handled in teaching and learning complex systems as an explicit subject in higher education and how this differs in comparison to other subject areas. We seek to explore these particular challenges and opportunities via an interview-based study of pioneering teachers and learners (conducted amongst the authors) regarding their experiences. We compare and contrast those experiences and analyze them with respect to the educational literature. Our discussions explored approaches to curriculum design, how theories/models/frameworks of teaching and learning informed decisions and experience, how diversity in student backgrounds was addressed, and assessment task design. We found a striking level of commonality in the issues expressed as well as the strategies handling them, for example, a significant focus on problem-based learning and the use of major student-led creative projects for both achieving and assessing learning outcomes.

Suggested Citation

  • Joseph T. Lizier & Michael S. Harré & Melanie Mitchell & Simon DeDeo & Conor Finn & Kristian Lindgren & Amanda L. Lizier & Hiroki Sayama, 2018. "An Interview-Based Study of Pioneering Experiences in Teaching and Learning Complex Systems in Higher Education," Complexity, Hindawi, vol. 2018, pages 1-11, November.
    • Handle: RePEc:hin:complx:7306871
    DOI: 10.1155/2018/7306871
    as

    Download full text from publisher

    File URL: http://downloads.hindawi.com/journals/8503/2018/7306871.pdf
    Download Restriction: no
    File URL: http://downloads.hindawi.com/journals/8503/2018/7306871.xml
    Download Restriction: no
    File URL: https://libkey.io/10.1155/2018/7306871?utm_source=ideas
    LibKey link: if access is restricted and if your library uses this service, LibKey will redirect you to where you can use your library subscription to access this item
    ---><---

    References listed on IDEAS

    as
    1. Maureen J. Lage & Glenn J. Platt & Michael Treglia, 2000. "Inverting the Classroom: A Gateway to Creating an Inclusive Learning Environment," The Journal of Economic Education, Taylor & Francis Journals, vol. 31(1), pages 30-43, December.
    2. Veronica Boix Mansilla & Elizabeth Dawes Duraisingh & Christopher R. Wolfe & Carolyn Haynes, 2009. "Targeted Assessment Rubric: An Empirically Grounded Rubric for Interdisciplinary Writing," The Journal of Higher Education, Taylor & Francis Journals, vol. 80(3), pages 334-353, May.
    Full references (including those not matched with items on IDEAS)

    Most related items

    These are the items that most often cite the same works as this one and are cited by the same works as this one.
    1. Rafael Ferreira dos Santos & Lilia Ribeiro Guerra & Bruno Leal Alves & Selma Ribeiro de Paiva & Ana Lafetá Cabral & Helena C. Castro* & Ana Joffily*, 2018. "Teaching Biotechnology: A Demand Still to be Fully Attended," Journal of Biotechnology Research, Academic Research Publishing Group, vol. 4(4), pages 13-18, 04-2018.
    2. Rose McKenney & Kevin O’Brien & Brian Naasz & William Teska, 2011. "Using an environmental studies capstone to solidify and assess the integration of interdisciplinary learning at Pacific Lutheran University," Journal of Environmental Studies and Sciences, Springer;Association of Environmental Studies and Sciences, vol. 1(3), pages 194-200, September.
    3. Wolfe, Marketa Halova, 2020. "Integrating data analysis into an introductory macroeconomics course," International Review of Economics Education, Elsevier, vol. 33(C).
    4. Kana Okano & Jakub R Kaczmarzyk & John D E Gabrieli, 2018. "Enhancing workplace digital learning by use of the science of learning," PLOS ONE, Public Library of Science, vol. 13(10), pages 1-10, October.
    5. Duncan Watson & Louise Parker, 2016. "The hullaballoo over e-learning? Technology and pluralism in economics," Cogent Economics & Finance, Taylor & Francis Journals, vol. 4(1), pages 1159813-115, December.
    6. Jill Caviglia‐Harris, 2016. "Flipping the Undergraduate Economics Classroom: Using Online Videos to Enhance Teaching and Learning," Southern Economic Journal, John Wiley & Sons, vol. 83(1), pages 321-331, July.
    7. Smith, Kasee L. & Johnson, Aaron J. & Johnson, Dain R., 2021. "Flipping Together: A Collaborative Approach to a Flipped Class," Applied Economics Teaching Resources (AETR), Agricultural and Applied Economics Association, vol. 2(6), January.
    8. Samah Zakareya & Safa’a Alahmad, 2019. "Inverted Teaching for Improving the Teaching Performance of EFL Student Teachers at Jubail College of Education," English Language Teaching, Canadian Center of Science and Education, vol. 12(4), pages 1-15, April.
    9. Gulley, O. David & Jackson, Aaron L., 2016. "A case study on using instructor-recorded videos in an upper level economics course," International Review of Economics Education, Elsevier, vol. 23(C), pages 28-33.
    10. Meginnis, Keila & Campbell, Danny, 2017. "Students’ preferences for attributes of postgraduate economics modules: Evidence from a multi-profile best-worst scaling survey," International Review of Economics Education, Elsevier, vol. 24(C), pages 18-27.
    11. Cho Naing & Maxine A. Whittaker & Htar Htar Aung & Dinesh Kumar Chellappan & Amy Riegelman, 2023. "The effects of flipped classrooms to improve learning outcomes in undergraduate health professional education: A systematic review," Campbell Systematic Reviews, John Wiley & Sons, vol. 19(3), September.
    12. Boulatoff, Catherine & Cyrus, Teresa L., 2022. "Improving student outcomes in large introductory courses," International Review of Economics Education, Elsevier, vol. 41(C).
    13. K. P. J. Fortuin & C. S. A. Koppen & C. Kroeze, 2013. "The contribution of systems analysis to training students in cognitive interdisciplinary skills in environmental science education," Journal of Environmental Studies and Sciences, Springer;Association of Environmental Studies and Sciences, vol. 3(2), pages 139-152, June.
    14. Vahé Nerguizian & Radhi Mhiri & Catherine Mounier & Daniel Lemieux & Adel Omar Dahmane, 2014. "Flipping from Flipped Classroom to Multimodal Mobile Learning (MML)," Proceedings of International Academic Conferences 0802617, International Institute of Social and Economic Sciences.
    15. Hala Dalbani & Safaa Eissa & Sharifah Fatimah Syed-Ahmad & Norah Almusharraf, 2022. "Transitioning to Flipped Classrooms: Instructors’ Perspectives," Sustainability, MDPI, vol. 14(20), pages 1-26, October.
    16. Aricò, Fabio R. & Lancaster, Simon J., 2018. "Facilitating active learning and enhancing student self-assessment skills," International Review of Economics Education, Elsevier, vol. 29(C), pages 6-13.
    17. Patrick Conway & Derek Stimel & Ann E. Davis & Monica Hartmann, 2010. "Case Use in Economics Instruction," Chapters, in: Michael K. Salemi & William B. Walstad (ed.), Teaching Innovations in Economics, chapter 9, Edward Elgar Publishing.
    18. Adam Butt, 2014. "Student Views On The Use Of A Flipped Classroom Approach: Evidence From Australia," Business Education and Accreditation, The Institute for Business and Finance Research, vol. 6(1), pages 33-43.
    19. Samah Ahmad, 2016. "The Flipped Classroom Model to Develop Egyptian EFL Students’ Listening Comprehension," English Language Teaching, Canadian Center of Science and Education, vol. 9(9), pages 166-166, September.
    20. Bethany K & Nicole Motzer & Kelly J, 2023. "Pathway profiles: Learning from five main approaches to assessing interdisciplinarity," Research Evaluation, Oxford University Press, vol. 32(2), pages 213-227.

    More about this item

    Statistics

    Access and download statistics

    Corrections

    All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:hin:complx:7306871. See general information about how to correct material in RePEc.

    If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

    If CitEc recognized a bibliographic reference but did not link an item in RePEc to it, you can help with this form .

    If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

    For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: Mohamed Abdelhakeem (email available below). General contact details of provider: https://www.hindawi.com .

    Please note that corrections may take a couple of weeks to filter through the various RePEc services.

    IDEAS is a RePEc service. RePEc uses bibliographic data supplied by the respective publishers.