Engineering Students' Approaches to Learning and Views on Collaboration: How Do Both Evolve in a PBL Environment and What Are Their Contributing and Constraining Factors?
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| Title: | Engineering Students' Approaches to Learning and Views on Collaboration: How Do Both Evolve in a PBL Environment and What Are Their Contributing and Constraining Factors? |
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| Language: | English |
| Authors: | Du, Xiangyun, Ebead, Usama, Sabah, Sa, Ma, Jianping, Naji, Khalid Kamal |
| Source: | EURASIA Journal of Mathematics, Science and Technology Education. 2019 15(11). |
| Availability: | Modestum. No: 1 Windrush Road, Hilton Derbyshire, DE65 5LB, UK. e-mail: ejmste@ejmste.com; Web site: https://www.ejmste.com/ |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2019 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Engineering Education, Student Attitudes, Undergraduate Students, Cooperative Learning, Teamwork, Problem Based Learning, Student Projects, Active Learning, Correlation, Learning Strategies, Coping, Value Judgment, Questionnaires, Foreign Countries |
| Geographic Terms: | Qatar, China |
| Assessment and Survey Identifiers: | Study Process Questionnaire |
| ISSN: | 1305-8223 |
| Abstract: | Background: This study investigated the development of engineering students' approaches to learning and views on collaboration in a PBL environment. Material and methods: An explanatory mixed research approach was employed with participants from four PBL-implementing engineering courses in Qatar and China. 197 students responded to two surveys, and 168 students participated in group interviews. Results: While the study reveals increased adoption of deep approaches to learning on team projects, little influence on surface approaches to learning was found. The study also provides evidence supporting the positive relationship between students' adoption of deep learning approaches and their acknowledgement of values of collaboration in teamwork. Conclusions: This study suggests that while PBL characteristics may support deep learning, certain factors may underpin surface learning, including a feeling of insecurity during first experiences with it, lack of skills, and assessment methods that favor surface learning. Further efforts on engaging students with PBL may benefit both deep learning and team effectiveness. |
| Abstractor: | As Provided |
| Entry Date: | 2021 |
| Accession Number: | EJ1289490 |
| Database: | ERIC |
| Abstract: | Background: This study investigated the development of engineering students' approaches to learning and views on collaboration in a PBL environment. Material and methods: An explanatory mixed research approach was employed with participants from four PBL-implementing engineering courses in Qatar and China. 197 students responded to two surveys, and 168 students participated in group interviews. Results: While the study reveals increased adoption of deep approaches to learning on team projects, little influence on surface approaches to learning was found. The study also provides evidence supporting the positive relationship between students' adoption of deep learning approaches and their acknowledgement of values of collaboration in teamwork. Conclusions: This study suggests that while PBL characteristics may support deep learning, certain factors may underpin surface learning, including a feeling of insecurity during first experiences with it, lack of skills, and assessment methods that favor surface learning. Further efforts on engaging students with PBL may benefit both deep learning and team effectiveness. |
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| ISSN: | 1305-8223 |
