A suggested strategy for teamwork teaching in undergraduate engineering programmes particularly in China

Zhang, Dan; Yao, Na; Cuthbert, Laurie; Ketteridge, Steve

doi:10.1109/fie.2014.7044077

Cited by 7 publications

(6 citation statements)

References 18 publications

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“…In fact, 37% strongly agreed that this was the case. Again, this reinforces previous findings in the literature that undergraduate students are generally in favor of active learning techniques 48–51 . Most importantly, 90% of students believed that this module was useful for their future employment (Q9), with almost one third strongly agreeing that it will help them in the future.…”

Section: Resultssupporting

confidence: 87%

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Teaching undergraduate students to think like real‐world systems engineers: A technology‐based hybrid learning approach

Ghannam

Chan

2023

Systems Engineering

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A hybrid teaching approach that relied on combining Project Based Learning with Team Based Learning was developed in an engineering module during the past 5 years. Our motivation was to expose students to real‐world authentic engineering problems and to steer them away from the classical banking approach, with a view to developing their systems engineering skills via collaborative learning. Our third year module was called Team Design and Project Skills and was concerned with 320 students dividing themselves in teams to develop a smart electronics system. We reveal module design details and discuss the effectiveness of our teaching approach via analysis of student grades during the past 5 years, as well as data from surveys that were completed by 68 students. 64% of surveyed students agreed that the module helped broaden their perspective in electronic systems design. Moreover, 84% recognized that this module was a valuable component in their degree programme. Adopting this approach in an engineering curriculum enabled students to integrate knowledge in areas that included control systems, image processing, embedded systems, sensors, as well as team working, decision making, trouble shooting and project planning.

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Section: Resultssupporting

confidence: 87%

“…learning techniques. [48][49][50][51] Most importantly, 90% of students believed that this module was useful for their future employment (Q9), with almost one third strongly agreeing that it will help them in the future.…”

Section: F I G U R Ementioning

confidence: 99%

Teaching undergraduate students to think like real‐world systems engineers: A technology‐based hybrid learning approach

Ghannam

Chan

2023

Systems Engineering

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“…The methodology phase was concerned with planning the course's delivery methods according to the requirements of the preparation phase. As mentioned by Zhang et al (2014), students cannot simply acquire team-working skills via impromptu project experience. Rather, these are skills that should be taught, practised and assessed, just like other academic skills.…”

Section: Methodsmentioning

confidence: 99%

“…In this paper, we demonstrate how a new third-year course was designed to encourage and teach teamwork skills in China; it was called Team Design Project and Skills (TDPS) (Ghannam, 2019). Like Zhang et al (2014) we believe that this practice will help attract more students to engineering degrees. We also believe that TBL is particularly beneficial for teaching large cohorts, since it enables multiple teams to be facilitated by a single instructor, rather than by multiple instructors (Parmelee et al, 2012).…”

Section: Introductionmentioning

confidence: 91%

Teaching teamwork to transnational students in engineering and technology

Ghannam¹,

Ahmad²

2020

Compass

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China is producing over 4 million STEM graduates each year. According to the literature, many of these graduates lack the professional skills that are required by the global job market. Consequently, a new course was designed to help Chinese students cultivate the necessary professional knowledge and practical skills in the field of electronic engineering. The aim of this innovative course was to build experience of working in a team to design and develop a rover that can perform specific tasks. The course’s team project covers areas such as electronic design, sensing, instrumentation, measurement, computing, communications, as well as project management, report writing and technical presentation. The learning outcomes and course details are described herein. Furthermore, feedback from 152 Chinese students y is discussed and. Statistical analysis from surveys completed by 152 students are discussed and compared with a similar learning activity that was implemented in the UK. Contrary to popular misconceptions, the survey’s results clearly show that this team based active learning activity was ideally suited to the culture and background of Chinese students.

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“…Despite its importance, few engineering programmes introduce team-based learning (TBL), which has effectively promoted teamwork skills in engineering education [6]. In fact, the implementation of TBL has enabled more students to pursue engineering degrees [7] and has demonstrated an improvement in student exam performance [8]- [10]. Paradoxical though it may seem, research has shown that up to 60% of engineering programmes lack any form of active learning [11].…”

Section: Introductionmentioning

confidence: 99%

Supporting Team Based Learning Using Electronic Laboratory Notebooks: Perspectives From Transnational Students

et al. 2021

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Today's engineering industries require graduates with a broad range of soft skills, which include teamwork, communication and integrity. Therefore, more accreditation bodies now recommend team-learning activities to be embedded in their engineering programmes. However, hardworking students often find group projects demotivating, especially if their contributions are not accurately reflected in their individual grades. To address these issues, we demonstrate that Electronic Laboratory Notebooks can be used to promote student collaboration and teamwork on a group project. They can also help instructors assess student contributions fairly. During our investigations, we noticed that students have used Electronic Laboratory Notebooks as social interaction tools that enable text, data, images and recorded audio to be exchanged. Consequently, the aim of this manuscript is to describe the experiences of 58 transnational undergraduate students in using six different software products for a team-based learning activity. According to our investigations, Electronic Laboratory Notebooks had a positive impact on supporting Team Based Learning in a new electronic engineering course. The outcomes of our investigations can help create effective teaching and learning resources for undergraduate students in Electronic Engineering. They can also help engineering faculty make informed decisions regarding the introduction of Electronic Laboratory Notebooks in undergraduate research activities.

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A suggested strategy for teamwork teaching in undergraduate engineering programmes particularly in China

Cited by 7 publications

References 18 publications

Teaching undergraduate students to think like real‐world systems engineers: A technology‐based hybrid learning approach

Teaching undergraduate students to think like real‐world systems engineers: A technology‐based hybrid learning approach

Teaching teamwork to transnational students in engineering and technology

Supporting Team Based Learning Using Electronic Laboratory Notebooks: Perspectives From Transnational Students

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