Engineering students’ perceptions of problem and project-based learning (PBL) in an online learning environment

Figures & data

Table 1. Twelve-week breakdown.

Week/s	Description of tasks
1–4	Week 1–4 was an individual challenge (Challenge 1) where students developed individual design ideas.
6–8	Weeks 6–8 saw a teamwork challenge (Challenge 2) introduced, where students were paired into teams of 5 based on their results from the individual challenge and their preferred role on the team. Team leaders were also appointed based on results from the individual challenge. On completion of the teamwork challenge, teams submitted a design portfolio.
9–11	Week 9–11 was a manufacturing challenge (Challenge 3) where teams used their design portfolio to develop a physical artifact. Due to the COVID-19 pandemic the teaching team prepared all components and sent them out to a nominated student from each team for final assembly.
12	Week 12 was vehicle time trials, where all completed projects were tested and timed.

Table 2. Open-ended questions.

No.	Open-ended questions
1	Did you like or dislike working collaboratively as a group in an online environment? Please explain your answer.
2	Do you think you would have learned more in this class if you had done your project alone? Please explain your answer.
3	In your opinion, what elements should be embedded in a successful online collaborative setting?
4	Do you think you would have learned more and engaged in better teamwork if you had been on campus? Please explain your answer.

Figure 1. Data analysis.

Figure 2. Thematic analysis flow diagram.

Table 3. Checklist for online pbl implementation (Prior to implementation).

Item No.	Item	Has the question been considered? (Yes/No)
1	Clear Communication: Have you developed clear project/s and or task/s where students understand the design brief, challenges and restrictions presented?
2	Resource accessibility: Is all information relating to the PBL module easily accessible to students working remotely online?
3	Frequency Communication: Are there mechanisms for students to maintain regular contact with peers and the teaching team (Module leader/s, teaching assistant/s, and technician/s)?
4	Frequency Communication: Have you planned for both synchronous (Examples include live video conferencing such as Microsoft Teams or Zoom, chat rooms and virtual classroom) & Asynchronous forms (Examples include email, discussion forms, prerecorded lectures) of communication with students?
5	Flexibility: Have you considered the implications for students who are completing the module remotely, and thus do not have access to on-campus facilities (Examples include: Library, workshop and group workspaces)?
6	Limitations of the Online Environment: Have you considered alternatives for students with poor internet connections who potentially won’t be able to attend module elements such as live-streamed lectures?
7	Student Relationships: Have you provided opportunities for students to develop working relationships with peers and teaching staff?
9	Team Structure, Strategies and Performance: Does the module provide opportunities for student teams to develop clear goals and objectives?
10	Team Structure, Strategies and Performance: Does the module encourage and or provide students to assign team roles?
11	Assessment and feedback: Have you designed assessments that accurately reflect both individual and group learning outcomes in the PBL context? Are there mechanisms in place for timely and constructive feedback that support learning progression?
12	Group and individual support: Are there structured opportunities for students to seek help when they encounter obstacles in their projects, including technical issues, conceptual misunderstandings, psychological support or group dynamics challenges?
13	Peer Evaluation and Reflection: Does the module incorporate mechanisms for peer evaluation and self-reflection, allowing students to critically assess their contributions and learning process?