Examining engineering students' perceptions of learner agency enactment in problem‐ and project‐based learning using Q methodology

Background Few studies have reported how students enact learner agency in a team setting or examined what elements of team settings students perceive as more supportive of their learning in problem‐ and project‐based learning (PBL) processes. Purpose This study explores how engineering students perceive their enactment of learner agency, particularly which aspects of the PBL process they find most important. Method Thirty‐nine students from two...