Inspiring a Self-Reliant Learning Culture while Brewing the Next Silicon Valley in North Wales

Cristiano Palego,Iestyn Pierce

doi:10.3390/educsci10030064

Abstract

Practical strategies for improving individual engagement and performance within an engineering team project learning environment were applied and evaluated. While methodological refinements were required due to the structural challenges and novelty of the practice, positive outcomes such as a perceived increase in engagement and technical proficiency were recorded. Critical aspects in the current approach are the well-known issue of assessing individual contributions within group performance, and setting a proper regulatory environment to prevent peer-assessment bias or dysfunctions. A novel intra-group mark moderation approach is presented and discussed.

Highlights

Creating a stimulating learning environment through group project work is the subject of considerable pedagogical literature [1,2,3]
With a statistical basis of 200+ students over 4 years it is difficult to conclude whether significant performance variations derived from the teaching approach or from difference in learners skills
Supervision of 25 such students suggested that further interventions were needed through the development of computer based circuit design and analysis

Summary

Introduction

Creating a stimulating learning environment through group project work is the subject of considerable pedagogical literature [1,2,3]. The increasing consideration for group-based learning and group work assessment mirrors a change in the wider context in which higher education operates, with increasing emphasis being placed on problem-based and cooperative learning [4]. Such a trend is even more prominent in modern Engineering programs [5,6] where a multi-tasking synergistic approach seems ideally suited to tackle the growing complexity and hyper-specialization of technological skills. Acknowledged advantages of group-based learning encompass new and effective ways to engage students, promote diversity and creativity, offer collaborative experiences that resemble a real working environment, increase the challenge of the tasks and reduce marking loads [7]. A number of challenges have been documented, including the construction of groups from a pool of students with different abilities and background [9]; decrease in members engagement with group size [10]; members anxiety when facing new assessment techniques such as group presentations [11]; evaluation of individual learners versus group performance [12]

Methods

Results

Discussion

Conclusion