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 using the instruments developed by Hasler-Waters & Napier, Ku et al, and Tseng et al. 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.
O'Connor, S., Power, J. R., Blom, N., Tanner, D. A., & De Brún, V. (2023). Teamwork Satisfaction And Student Attitudes Towards Online Learning During An Engineering Problem And Project Based Learning (PBL) Module. European Society for Engineering Education (SEFI). DOI: 10.21427/99WQ-7N48
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