Students’ Perceptions of Problem-Based Learning in Multidisciplinary Groups When Seeking to Solve an Engineering Grand Challenge

Michael Crichton,Hazel Crichton,Gregor Colville

doi:10.54337/ojs.jpblhe.v10i1.6823

Abstract

This paper presents findings from a small-scale research study eliciting students’ perceptions of benefits and challenges of working in interdisciplinary groups to solve an engineering challenge using problem-based learning. Penultimate and final year undergraduates and postgraduate MSc students in the School of Engineering and Physical Sciences at a Scottish university, studying Robotics, Mechanical, Chemical, Electrical and Software Engineering worked in interdisciplinary groups of five on a project to provide solutions to the United States National Academy of Engineering Grand Challenges (NAEGC). Students were surveyed twice, using closed and open questions before and towards the end of the project. Data were analysed using a thematic approach. Findings showed that most students saw benefits to problem-based working with students from other disciplines, citing increased awareness of approaches, future ‘real world’ professional preparation and efficiency in problem solving. However, challenges around scheduling meetings and concerns around cross-discipline collaboration indicate that universities should provide training for students before undertaking such problem-based projects, to ensure maximum educational benefits. In addition, greater emphasis needs to be put on students’ awareness of the added benefits of development of the ‘soft skills’ needed for future professional practice.

Highlights

This paper presents the findings of a small-scale research project which explored engineering students’ perceptions of working collaboratively across disciplines on a problem-based learning (PBL) project to address a United States National Academy of Engineering Grand Challenge
Benefits of interdisciplinary working One of the most positive aspects of the findings was that the majority of students who responded in both the initial and second surveys said that working together across disciplines was beneficial. 80% of students in the second survey indicated that they had found PBL working across disciplines very or somewhat beneficial
In the open questions in both surveys, students cited the importance of sharing different perspectives to problem-solving: ‘Different sets of skills from different principles helped solve problems that could not be solved from one discipline’

Summary

Introduction

This paper presents the findings of a small-scale research project which explored engineering students’ perceptions of working collaboratively across disciplines on a problem-based learning (PBL) project to address a United States National Academy of Engineering Grand Challenge. Students worked in small interdisciplinary groups and responded to two questionnaires, one before the group project started and one towards the end of the project, noting their perceptions concerning a number of areas related to collaborative working in responses to a mix of closed and open questions. The findings indicate that, while students recognised many benefits to working as part of an interdisciplinary team to resolve a problem, a number of negative comments indicated that it could be helpful to provide training for students before they start working collaboratively to maximise educational and future professional outcomes. Mattessich, Murray-Close and Monsey (2001, 7) define collaborative learning as ‘a mutually beneficial and well-defined relationship ... The relationship includes a commitment to ... shared responsibility, mutual authority and accountability for success, and sharing of resources and rewards’

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Discussion

Conclusion