A model for increasing online engineering student engagement in group project work
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(Published version)
Date
2013
Authors
Lonie, A.
Smith, E.
Editors
Lemckert, C.
Jenkins, G.
Lang-Lemckert, S.
Jenkins, G.
Lang-Lemckert, S.
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Conference paper
Citation
Proceedings of the 24th Annual Conference of the Australasian Association for Engineering Education - AAEE2013 : work integrated learning - applying theory to practice in engineering education, 2013 / Lemckert, C., Jenkins, G., Lang-Lemckert, S. (ed./s), iss.6A1, pp.1-8
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24th Annual Conference of the Australasian Association for Engineering Education (AAEE2013) (8 Dec 2013 - 11 Dec 2013 : Gold Coast, Queensland)
Abstract
Background : A key industry requirement for a practising engineer is to work and interact effectively with other disciplines, professions and people (Engineers Australia, 2013). Engineering professionals must solve problems, and make decisions as a team. To this end, peer-to-peer and group learning is a critical element within undergraduate engineering studies. Research has demonstrated that small-group learning in science and mathematics based programs promotes academic success, and fosters learning engagement and success levels (Springer, Stanne & Donovan, 1999). However, developing and enhancing critical-thinking skills through collaborative learning is especially challenging within fully online courses and units (Rovai & Downey, 2010). This paper discusses the strategies for supporting online group work within a Level 1 unit in which a key learning outcome is to develop students' ability to successfully contribute to a diverse team.
Conclusions : We concluded that while technical, logistic and pedagogical support are instrumental in the success of group work in both online and traditional units, widely expanded support to each individual group is important for fully online students to effectively participate in group projects.
Purpose : In past iterations of the unit, we had noted limited participation and engagement with the small group work, with many groups not persisting in production of the group assignment. Our aim was to introduce strategies which fostered a higher level of engagement and interest in the group work, and a higher level of individual participation in the groups. We considered a number of approaches, including redesigning the module and even adjusting the assessment, but close observation of the group dynamics in earlier units prompted us instead to examine the technical and logistical support we were giving to the group work in the online environment.
Results : We found that the implementation of the model had a dramatic impact on the effectiveness of the groups, and on group and individual success in the module. We found a significant percentage increase in the number of groups who submitted their final assignments and in the number of students who passed the module.
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Copyright 2013 Lonie & Smith