Preparing first-year engineering students for cooperation in real-world projects

ABSTRACT

Problem-based learning is an active student-centred approach, which requires engineering students to work together in solving real-world problems. This study aims to review the incorporation of cooperative learning principles in an introductory first-year engineering course that aimed to develop students’ group skills while working on problem-based projects. A total of 367 students participated in 65 groups. No formal examination was written, as this course only consists of practical work. Data collection included an assessment matrix and reflective sheets where students’ individual and group contribution to the project were recorded. The data were structured and visually integrated into tables. Based on the findings, this research suggests that the integration of cooperative learning principles enhanced the development of essential group skills and team performance in some of the groups while working on real-world engineering projects.

KEYWORDS:

• Industry projects
• problem-based learning
• cooperative learning
• group skills

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This work was supported by National Research Foundation [grant number 106017].

Notes on contributors

Marietjie Havenga

Marietjie Havenga is a Professor in the School of Mathematics, Science and Technology Education in the Faculty of Education at North-West University. She is involved in teaching courses at undergraduate level as well as the supervision of post-graduate students. She has published various articles, conference papers and chapters in research books. Her research interests are problem-based learning to enhance self-directed learning with specific reference to computer science education, engineering education and educational robotics.

Athur James Swart

Athur James Swart is an Associate Professor at the Central University of Technology. His fields of interest include Engineering Education development, improving student engagement by using educational technology and energy monitoring techniques. He believes that ‘one must live to learn in order to learn to live'.