Problem and project based learning (PBL) within an online engineering module: an examination of student teamwork satisfaction and attitudes

Approaches such as problem and project-based learning (PBL) are the cornerstone of modern engineering curricula. With a growing need to move these student-centred active learning curricula to online and blended learning environments due to issues including increasing cohort sizes and limited budgets, it is essential that instructional designers in engineering education understand the impacts that these differing mediums may have on student collaboration. This study is the beginning of a body of work with the aim to develop effective teaching and learning strategies for team project-based learning in online and blended learning environments. This case study was carried out in an Irish university in 2021 in a first-year engineering module during the COVID-19 pandemic. The study followed an explanatory mixed methods design in which a questionnaire and semi-structured interviews were utilised to collect data. The research data was gathered in two phases. Phase 1 included a questionnaire with both closed- and open-ended questions (N=94). Phase 2 was based on semistructured interviews (N=7). This paper will focus on the qualitative datasets, including the open-ended questions and interviews. After completing a thematic analysis, we identified six themes and eighteen sub-themes that affect students’ perceptions of team project-based learning (PBL) in an online environment. Each of these themes are discussed within this paper. The paper concludes with an outline of future research plans for the ongoing project.

This paper investigates and compares students’ perceptions of a problem and project-based learning (PBL) module delivered through face-to-face and online environments in sequential years. The study employs a multi-method design, using multiple scales and semi-structured interviews. Data were collected after the completion of the same PBL project in a face-to-face (n = 89) and online (n = 94) environment. The qualitative findings uncover four themes and seven sub-themes affecting engineering students’ perceptions of PBL in a traditional face-to-face environment. Comparing these themes to those from the earlier study on the online environment reveals several unique themes specific to the online setting. The quantitative findings show that students’ overall level of teamwork satisfaction and collaborative attitude show no significant variation across environments. To conclude, the authors outlined three contributions. The first contribution centres on identifying predictive factors affecting students’ perceptions of face-to-face and online PBL environments. The second contribution centres on examining the difference in student teamwork satisfaction and collaborative attitude within the two different environments. The final contribution centres on the unique comparison of engineering PBL presented within this study. The findings underscore the necessity for educators to consider modality-specific factors when designing and implementing PBL in engineering education.

Modern engineering curricula often rely on approaches such as problem and project-based learning (PBL) as a core teaching and learning strategy. With a growing need to move these student-centred active learning curricula to online and blended learning environments, it is essential that practitioners understand the impact that these different modes of delivery may have on student collaboration. This paper aims to identify factors that affect students’ perceptions of PBL in an online learning environment. This case study was carried out in an Irish university over a seven-week period with first-year engineering students during the COVID-19 pandemic. The study utilised a questionnaire (n = 94) and semi-structured interviews (n = 7) to collect participant data. Qualitative data were analysed using Braun and Clark’s thematic analysis. The analysis identified 6 themes and 18 sub-themes that are linked to students’ perceptions of problem and project-based learning (PBL) in an online environment. The identified themes and sub-themes in this study are uniquely reported findings within the context of online PBL in engineering education.

Collaboration factors, teamwork satisfaction, and student attitudes toward online collaborative learning

BackgroundSmall group tutorials (SGT) promotes self-directed learning and is widely used in medical education. The coronavirus pandemic (COVID-19) has accelerated the trend toward SGT digitalization, with unclear effect. We hypothesize that team dynamics and facilitator support influence SGT satisfaction in digital versus conventional SGT.MethodsDuring the spring semester of year 2021, medical students (the second, third, and fourth year; n = 433) participating in conventional face-to-face and digital SGT curricula were enrolled. Participating students completed the collaborative learning attitude scale (including team dynamics, team acquaintance, and facilitator support dimensions) and teamwork satisfaction scale, previously validated for small-group collaborative learning, and chose preference between conventional or digital SGT in future curricula. Exploratory factor analysis (EFA) was performed to extract the essential structural factors of these scales. Paired t-tests were conducted to compare differences in different dimensions and satisfaction between the conventional and digital SGT settings. Two sets of multiple regression analyses were done; one with team satisfaction scale results and the other with preference for digital SGT as the dependent variable were used to evaluate determinants of these two variables.ResultsThe EFA results revealed that the original collaborative learning attitude scale was concentrated on two dimensions: team dynamics and facilitator support. No significant differences were noted between the SGT settings for the two dimensions and teamwork satisfaction. Regression analyses showed that teamwork dynamics was independently correlated with teamwork satisfaction in both conventional and digital SGT. Facilitator support was positively correlated with teamwork satisfaction in conventional, but not digital SGT. Higher teamwork satisfaction was an important determinant of preference for digital SGT among medical students.ConclusionsTeam dynamics were closely linked to teamwork satisfaction among medical students in both conventional and digital SGT, while the role of facilitator support became less obvious during digital SGT.

The Productive Engagement SPACE: A Guide to Improve Critical Learner Interactions in e-Learning Environments.

In the contemporary landscape of education, integrating Project-Based Learning (PjBL) within online educational environments has emerged as a prominent pedagogical approach, aiming to foster students' critical thinking, collaboration, and problem-solving skills. This study seeks to evaluate students' experiences with Project-Based Learning in the context of online education, recognizing the significance of understanding the effectiveness and challenges associated with this instructional method. The primary aim of this research is to assess the perceptions and experiences of students engaging in Project-Based Learning within online educational settings. A mixed-methods approach was employed, combining quantitative surveys and qualitative interviews to capture students' perspectives comprehensively. The study sample comprised students enrolled in diverse online courses across various disciplines, ensuring a broad representation of experiences and insights. The study's main results reveal a nuanced understanding of students' experiences with Project-Based Learning in online educational contexts. Quantitative analysis indicates overall positive perceptions regarding the effectiveness of PjBL in enhancing learning outcomes and fostering student engagement. Qualitative findings further elucidate the multifaceted nature of students' experiences, highlighting both the benefits and challenges of implementing PjBL in online settings. In conclusion, this research underscores the potential of Project-Based Learning as a valuable instructional approach within online education, offering opportunities for meaningful learning experiences and skill development. However, it also identifies several considerations and areas for improvement, such as adequate technological support, clear guidelines, and enhanced facilitation to optimize the PjBL experience in online environments. This study contributes to the field of education by providing empirical insights into implementing Project-Based Learning in online educational contexts. The findings offer valuable implications for educators, curriculum designers, and policymakers seeking to effectively integrate innovative pedagogical approaches into online learning environments, ultimately enhancing the quality and efficacy of online education.

The chapter discusses the development of emancipatory online learning environments in quality teacher education. Under the uncertainty of a changing world caused by COVID-19 pandemic, teachers were required to adapt their teaching to online learning environments. Additionally, they had to learn how to design interactive and quality online learning environments. Against this backdrop, it is necessary to raise new questions about what quality teaching means in online learning environments. Discourses on quality teaching are commonly associated with teacher effectiveness. We argue, however, that quality teaching in teacher education also implies thinking about emancipatory pedagogical approaches in the development of (online) learning environments. In this sense, we explore emancipatory ways of understanding quality in online learning teacher education. First, we elaborate on quality debates in teacher education. Second, we focus on a specific dimension of quality teaching, that is, the development of (online) learning environments in teacher education. Third, we explore critical perspectives and emancipatory pedagogical approaches in teacher education. Last, we advise teaching strategies to create online learning environments with a focus on emancipatory pedagogical approaches. As a result, teaching strategies are suggested to connect quality online learning environments to emancipatory pedagogical approaches.

<p>There has been limited research examining the pedagogical benefits of peer feedback for facilitating project-based learning in an online environment. Using a mixed method approach, this paper examines graduate students’ participation and perceptions of peer feedback activity that supports project-based learning in an online instructional design course. Our findings indicate that peer feedback can be implemented in an online learning environment to effectively support project-based learning. Students actively participated in the peer feedback activity and responded positively about how the peer feedback activity facilitated their project-based learning experiences. The results of content analysis exploring the peer feedback reveal that learners were mostly supportive of peers’ work and they frequently asked questions to help advance their peers’ thinking. The implications and challenges of implementing peer feedback activity in an online learning environment are discussed.</p>

The ultimate goals of education and training are the development of learners’ learning outcomes. The prospect of achieving high academic results should function as a driving force for students to be engaged in learning. Recognition of the factors affecting their learning satisfaction should facilitate their learning process, especially in online learning environments such as Massive Open Online Courses (MOOCs). The purpose of this study was to examine the interactions among students’ characteristics, their perceived values of self-regulated learning (SRL) strategies, satisfaction and academic performances. A mixed-methods design was employed to investigate the issue under exploration. The 227 surveyed responses were collected from English majors who had experience in MOOCs and were studying at a private university in Can Tho city in the Mekong Delta, Vietnam. Data from the survey was analysed with the Statistical Package for the Social Sciences (SPSS) 25 for the correlations between their characteristics and the quantitative variables, while Partial Least Squares Structural Equation Modelling (PLS-SEM) was performed to examine the perceived effects of self-regulated learning (SRL) strategies on their satisfaction and academic outcomes. Qualitative data was collected through open-ended survey questions and analysed based on thematic analysis guidelines. The results revealed that SRL strategies such as strategic planning, time management, environment structuring, and help-seeking positively influenced both student satisfaction and academic performance. Notably, the study identified flexible learning time, self-paced learning, and the ability to choose study locations as significant factors enhancing student satisfaction. Conversely, limited social interaction, poor internet connectivity, and low motivation were found to be demotivating factors. Additionally, the study highlighted the importance of gender and prior online learning experience in shaping students' satisfaction and performance in MOOCs. While gender showed no significant correlation with SRL strategies, satisfaction, or academic performance, prior experience in online learning environments, such as the number of completed MOOC courses, was significantly correlated with better academic outcomes. However, a weak negative correlation between students' academic years and their satisfaction was observed, suggesting that more advanced students might face increased academic pressure and higher expectations, leading to lower satisfaction levels. The research underscores the critical role of SRL strategies in facilitating effective learning in MOOCs, especially in the context of English major students who often lack direct interaction with instructors and peers. Training students in SRL strategies can help them better manage their learning processes, overcome challenges, and achieve their academic goals. This study contributes to the understanding of how student characteristics and SRL strategies affect learning in online environments and suggests practical implications for enhancing MOOC experiences. Future research should investigate additional SRL strategies and include a larger, more diverse sample to provide a more comprehensive understanding of their impact on student satisfaction and academic performance in MOOCs. Furthermore, exploring the specific challenges faced by different academic disciplines in MOOCs could offer more tailored solutions to improve online learning experiences.

This qualitative study explores learners’ perceptions of the sources of language anxiety in Chinese as a second language (L2) learning in online environments, and how they cope with it. Nine participants, all of whom experienced high levels of L2 anxiety, were selected from a group enrolled in synchronous online Chinese classes during the Covid-19 pandemic. Data were collected through semi-structured interviews and analysed using thematic analysis. The findings reveal that learning languages online presents a unique anxiety-provoking situation, resulting in several distinctive sources of L2 anxiety, such as a lack of self-discipline, difficulty adjusting to the transition, fear of online exposure, unnatural online environment for interaction, etc. In response, learners employed a variety of strategies, such as snacking, reviewing course recordings after class, seeking support from technology, and using other problem-solving techniques. Although online learning introduces new sources of L2 anxiety, learners actively engage in strategies to overcome these challenges, rather than passively accepting or avoiding them. The implications of these findings suggest that both learners and teachers should be aware of the prevalence of L2 anxiety in online environments, reflect on its causes and effects, and work to identify and address L2 anxiety early. Teachers can also modify teaching practices to foster an interactive and collaborative online community and offer asynchronous learning materials for support. Moreover, the universities and relevant institutions should support learners and teachers by offering training, distributing electronic devices, enhancing online teaching platforms, and restructuring course content and structures.

The COVID-19 pandemic brought an education crisis that forced schools to abruptly shift to online distance learning. Regardless of the challenges in this migration, the teaching–learning process should continue. Self-regulated learning skills are essential in learning in an online environment; hence, the study aims to explore learners’ perception in an online learning environment, self-regulated learning skills, and academic achievement during a research methods course. Perception on the online learning environment, self-regulated learning skills, and academic achievement were collected periodically throughout the online course. The analysis included repeated measures of ANOVA to examine the trends between periods of measurement. A linear regression analysis was used to determine the impact of perception on the online learning environment to self-regulated learning. Results of repeated measures of ANOVA suggest a subtle decrease in the perception of the online learning environment at the start of the course. Still, ratings consistently increased viewing online distance learning the same with pre-quarantine set-up. On the other hand, self-regulated learning remained virtually the same throughout the implementation of research methods online course. A rise in the learning playlist scores has been observed at the start of the research methods course, but scores began to decline at the latter phases of the course. Results of regression analysis imply the influence of perception on the online learning environment on self-regulated learning skills. However, perception does not affect learners’ academic achievement. The study recommends using strategies to further develop perseverance in adjusting to online learning amid initial setbacks. Also, interventions specific to improving learners’ self-regulated learning skills are highly recommended.

In this chapter, the authors examine the challenges presented by supporting higher education students with disabilities in an online learning environment and put forth a discussion and recommendations for delivering literacy supports to geographically disparate students in fully online courses by embracing the social model of disability and universal design principals as opposed to the typical medical model of disability that it pervasive in educational systems. Under the Americans with Disabilities Act of 1990, educational institutions are required to promote auxiliary aids and services. Broadly defined, these aids are meant to enhance communication, inclusion, and participation of people with disabilities. The discussion of the resources put forth in this chapter begins with an exploration of the evolving consensus on the nature of disability and the standard (medical) model for providing accommodations and supports for students with disabilities, which was developed before the rise of online and blended learning environments. Next, the authors explore the problems inherent in the use of the medical model and highlight how the social model and universal design for learning can be utilized to empower learners and enhance their learning experiences in online and blended learning environments. The discussion returns to the importance of inclusion, participation, and engagement for students with disabilities no matter the modality of learning. This chapter concludes with a comparison of two models of support and recommended changes for implementation of best practices to enhance literacy supports in online learning environments.

Strengthening Online Education Approaches in Institutions of Higher Learning

In formal education, learning mathematics is typically done by receiving direct instruction within the confines of a classroom. From first grade through graduate school, students are expected to learn mathematics primarily by being taught by instructors with previous knowledge of the subject. Research mathematicians, on the other hand, must rely on other methods; the mathematics they are trying to understand may not, as yet, be known to anyone else. Hence, they learn primarily through experimentation, self-directed study, and collaboration with peers. In recent years, these methods have been expanded to use modern tools and ideas. Research mathematicians initiated several successful large-scale online collaboration projects, such as the Polymath project and the MathOverflow website. In this chapter, we discuss these two projects, along with various other examples of online collaborative learning of mathematics. Our primary motivation is captured in the following question: why aren’t we all learning math this way? While a complete answer is beyond the scope of this work, we hope to at least stimulate a debate among a wide audience. The major part of our discussion is thus informal; we defer the contextualization of these examples within modern education research until the end of the chapter.