Abstract
Research has shown that students that report high levels of learner satisfaction
and positive attitudes are more likely to succeed within the online environment.
This is reflected in the considerable body of research that focuses on these factors
across a range of academic disciplines. By assessing students' attitudes and
satisfaction, educators gain a valuable affective perspective that allows for a more complete examination of strategy effectiveness. This paper examines teamwork satisfaction and student attitude towards online learning, while also highlighting elements of successful online collaboration as identified by students. This case study was carried out over a seven-week period with first-year engineering students (N=94), in a module entitled Design for Manufacture, during the COVID-19 pandemic. The findings revealed high levels of student satisfaction and attitudes towards working in teams in the online environment while participating in problem and project-based learning (PBL). Additionally, the findings outline multiple factors that affect the success of online collaboration. The relevance of these findings is then discussed in the context of an increasing move towards blended and online engineering education provision.
and positive attitudes are more likely to succeed within the online environment.
This is reflected in the considerable body of research that focuses on these factors
across a range of academic disciplines. By assessing students' attitudes and
satisfaction, educators gain a valuable affective perspective that allows for a more complete examination of strategy effectiveness. This paper examines teamwork satisfaction and student attitude towards online learning, while also highlighting elements of successful online collaboration as identified by students. This case study was carried out over a seven-week period with first-year engineering students (N=94), in a module entitled Design for Manufacture, during the COVID-19 pandemic. The findings revealed high levels of student satisfaction and attitudes towards working in teams in the online environment while participating in problem and project-based learning (PBL). Additionally, the findings outline multiple factors that affect the success of online collaboration. The relevance of these findings is then discussed in the context of an increasing move towards blended and online engineering education provision.
| Original language | English (Ireland) |
|---|---|
| Publication status | Published - 2022 |
| Event | 51st Annual Conference of the European Society for Engineering Education, SEFI 2023 - Dublin, Ireland Duration: 11 Sep 2023 → 14 Sep 2023 |
Conference
| Conference | 51st Annual Conference of the European Society for Engineering Education, SEFI 2023 |
|---|---|
| Country/Territory | Ireland |
| City | Dublin |
| Period | 11/09/23 → 14/09/23 |