Developing collaborative online project-based learning model to enhance learning in engineering.

Amish, Mohamed; Jihan, Sha

Abstract

It has been widely reported that knowledge and skills gained in formal Higher Education Institute courses are different from those required at work. Students lack soft skills, according to feedback from employers. Many universities have become proactive in improving their curricula to address industry demands. Collaborative learning (CL) is the current trend towards active learning, bridging both academia and industrial expectations. This paper presents a collaborative online project-based learning (COPBL) approach using the ADDIE (analysis, design, development, implementation, evaluation) model in order to improve the quality of learning, teaching and practice collaboration. The COPBL framework is designed to help students conduct projects independently or collaboratively in a safe and engaging manner. A set of data was obtained and analysed using a mixed-methods research design. Questionnaires were used to collect quantitative data from 155 students, and interviews were conducted with 25 of them to collect qualitative data. Analysis revealed that 90% of students engaged in group discussion to reach a decision, and students collaborated and shared information about the project with their peers. Students engaged in teamwork within their learning community and participated in group problem solving as they worked through the COPBL. They were active and motivated in group meetings and used workbooks to plan and record activities. As a result, they were able to better understand the ideas, objectives, or resources involved in the projects, as well as improve their ability to listen to and respect the ideas of others. Students believed that when they communicated and participated in group activities, they learned more. Students agreed that CL was more effective and better than individual work, that they understood the subject better, used technology better, and learned things of significant value. The findings indicated that COPBL gives students the opportunity to apply their knowledge of the discipline in the given activities, learn more advanced information from practical performance, and develop digital skills and a set of soft skills (including communication, collaboration, critical thinking, problem-solving, time management, and creative skills) that complement hard skills in the evolving job market.

Citation

AMISH, M. and JIHAN, S. 2023. Developing collaborative online project-based learning model to enhance learning in engineering. In Proceedings of the 4th Global conference on education and teaching 2023 (GlobalET 2023), 21-23 April 2023, Athens, Greece. Vilnius: Diamond scientific publishing [online], pages 59-75. Available from: https://doi.org/10.33422/4th.globalet.2023.04.105

• Conference Name: 4th Global conference on education and teaching 2023 (GlobalET 2023)
• Conference Location: Athens, Greece
• Start Date: Apr 21, 2023
• End Date: Apr 23, 2023
• Acceptance Date: Mar 31, 2023
• Online Publication Date: Apr 21, 2023
• Publication Date: Apr 21, 2023
• Deposit Date: Aug 11, 2023
• Publicly Available Date: Aug 11, 2023
• Publisher: Mokslines Leidybos Deimantas (Diamond Scientific Publishing)
• Pages: 59-75
• Book Title: Proceedings of the 4th Global conference on education and teaching 2023 (GlobalET 2023), 21-23 April 2023, Athens, Greece
• ISBN: 9786094854002
• DOI: https://doi.org/10.33422/4th.globalet.2023.04.105
• Keywords: ADDIE model; Digital skills; Collaborative learning; Project-based learning; Soft skills
• Public URL: https://rgu-repository.worktribe.com/output/2035531