Team project work for distance learners in engineering – challenges and benefits

Endean, Mark; Weidmann, G. W.; Armstrong, Alun; Moffatt, James E.; Nixon, Tony; Reuben, Bob

doi:10.11120/ened.2008.03020011

Cited by 5 publications

(2 citation statements)

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“…A wiki, a browser-based software that enables users to add and to edit information in a collaborative space using a simple text editor (Caverly and Ward, 2008), is a Web 2.0 technology that has been shown particularly useful in supporting student participation in the learning process and collaboration (Cole, 2009;Lundin, 2008). Wikis allow students and educators to collaborate anytime, anywhere (Endean et al, 2008) and edit one another's work to assist with improvement (Lundin, 2008). Student numerous attitude and perceptions studies have demonstrated that students and educators view wikis as valuable tools to support educational activities (Choy and Ng, 2007;Kear et al, 2010;Raitmen et al, 2005).…”

Section: Wikismentioning

confidence: 99%

A comparison of a multimedia Wiki‐based class text and a traditional textbook

Rockinson‐Szapkiw

2012

Journal of Applied Research in Higher Education

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Purpose -The purpose of this paper is to provide an improved understanding of how a wiki text compares to the use of a traditional text, and to provide an improved understanding of how integrating audio and video into a learner-created wiki class text impacts learning. Design/methodology/approach -For this case study, a causal comparative research design was used to compare students' learning between the two groups. A one-way multivariate analysis of variance (MANOVA) was used to analyze the quantitative data. Cognitive learning, affective learning, psychomotor learning, and course points were used as dependent variables. Findings -Findings of the present study provided evidence that there was a significant difference in the learning, affective learning and psychomotor learning between the two groups; students who used the learner-created multimedia wiki text reported higher levels of learning than the learners who used the traditional text book. No significant difference existed between groups in terms of course points.Research limitations/implications -The ability to generalize these findings beyond the present study are limited, since the study examined one course at one university taught by the same instructor. Since the sample was predominately Caucasian females, the result may not generalize to males and other ethnicities. The sample size was small. No experimental control was exercised in this study; therefore, a cause and effect relationship could not be confirmed. Only a possible cause and effect could be determined. Although the participants in each section were similar in demographics, academic achievement, and reason for taking the course, the selection threat due to non equivalent groups is a concern. Although, by using a web-based survey, participants may have been more honest and felt safer to disclose attitudes and feelings, the self-report instruments is a limitation. Finally, although migrated by the significant results and moderately large effect sizes, the assumption of the homogeneity of variance-covariance was not tenable; thus, increasing the possibility of a Type I error. Practical implications -This study provided evidence for the adoption of learner-created, multimedia wiki texts as a replacement or supplement to traditional textbooks in higher education. The results demonstrated that learner-created, multimedia wiki texts are able to support academic achievement as well as traditional textbooks and that students perceive them as superior for cognitive, affective, and psychomotor learning. Originality/value -While a number of practitioners have described instructional uses for online technologies and many researchers have evaluated learners and faculty satisfaction and perceptions of them, fewer studies have focused upon the impact of web-supported learning activities on academic success and learning outcomes and even fewer have focused on multimedia web-supported learning activities. Higher education learning tasks, both traditional and web-based, have been dominated by "rudimentary, te...

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Section: Wikismentioning

confidence: 99%

A comparison of a multimedia Wiki‐based class text and a traditional textbook

Rockinson‐Szapkiw

2012

Journal of Applied Research in Higher Education

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“…• collaborative individual student projects • distance learning projects (where providing a cohesive environment is essential (Endean et al, 2008)) • student projects that span departments and faculties.…”

Section: Future Workmentioning

confidence: 99%

Supporting multi-discipline undergraduate group projects

Hubbard

Gregory

2011

Engineering Education

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Student group projects are an important part of undergraduate engineering programmes. They provide an opportunity for students to apply the theory that they have learned and experience a situation analogous to that which they will encounter after graduation. A number of significant changes have been made to the group projects run by the School of Electronic, Electrical and Systems Engineering at Loughborough University. One of these changes means that students on different degree courses from across the department will be working together on the same projects. This paper reports on a research project that investigated effective practice in the management and support of major student group projects in the School of Electronic, Electrical and Systems Engineering and also across Loughborough University. Technological solutions were sought that were of potential use in supporting the student group project process. Requirements for a support system have been identified and an eLearning hub, complete with user guides for both students and staff, has been developed. This new support system will help students manage their group projects, thereby gaining the best experience. It will also aid staff in their understanding of the project and their role in it. Lessons learned here, together with evaluation and guidance, will provide useful points of interest for those involved in other student group projects. This paper focuses on the identification of issues to be addressed during the evolution of a group project module and development of a support system for multi-discipline student group projects.

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