COLLABORATIVE LEARNING IN ENGINEERING: DEVELOPING TEAMWORK AND PROBLEM-SOLVING SKILLS
Main Article Content
Renuka Patel
Engineering education, emphasizing the development of teamwork and problem-solving skills essential for modern engineering practice. This study explores the impact of collaborative learning environments on engineering students' ability to work effectively in teams and tackle complex problems. Through a combination of qualitative and quantitative research methods, including surveys, interviews, and performance assessments, the study evaluates students' skill development over a semester-long course designed with collaborative projects. Findings indicate significant improvements in communication, coordination, and conflict resolution abilities, as well as enhanced problem-solving proficiency. The research highlights the importance of structured teamwork activities and reflective practices in fostering these essential skills, suggesting that collaborative learning should be an integral component of engineering curricula to better prepare students for the demands of the professional engineering environment.
Johnson, D. W., Johnson, R. T., & Smith, K. A. (2014). Cooperative learning: Improving university instruction by basing practice on validated theory. Journal on Excellence in College Teaching, 25(3&4), 85-118.
Prince, M. J., & Felder, R. M. (2006). Inductive teaching and learning methods: Definitions, comparisons, and research bases. Journal of Engineering Education, 95(2), 123-138.
Bhat, Ishfaq. (2023). Assessing the Influence of Online Examinations on University Students' Academic Performance: A Comparative Study with Offline Examinations.. 16. 566-574.
Felder, R. M., & Brent, R. (2004). The intellectual development of science and engineering students. Part 2: Teaching to promote growth. Journal of Engineering Education, 93(4), 279-291.
Bhat, Ishfaq Ahmad. (2023). Unpacking Constructive based Pedagogies. 16. 624-629.
Bhat, Ishfaq. (2022). Problem-solving Ability Test (PSAT).
Michaelsen, L. K., Knight, A. B., & Fink, L. D. (2004). Team-based learning: A transformative use of small groups in college teaching. Stylus Publishing.
Oakley, B., Felder, R. M., Brent, R., & Elhajj, I. (2004). Turning student groups into effective teams. Journal of Student Centered Learning, 2(1), 9-34.
Smith, K. A., Sheppard, S. D., Johnson, D. W., & Johnson, R. T. (2005). Pedagogies of engagement: Classroom‐based practices. Journal of Engineering Education, 94(1), 87-101.
Borrego, M., Karlin, J., McNair, L. D., & Beddoes, K. (2013). Team effectiveness theory from industrial and organizational psychology applied to engineering student project teams: A research review. Journal of Engineering Education, 102(4), 472-512.
Loughry, M. L., Ohland, M. W., & Moore, D. D. (2007). Development of a theory-based assessment of team member effectiveness. Educational and Psychological Measurement, 67(3), 505-524.
Millis, B. J., & Cottell, P. G. (1998). Cooperative learning for higher education faculty. Oryx Press.
Bhat, I. A., & Arumugam, G. (2020). Teacher effectiveness and job satisfaction of secondary school teachers of Kashmir valley. Journal of Xi'an University of Architecture & Technology, 7(2), 3038-3044.
Bhat, I. A., & Arumugam, G. (2023). CONSTRUCTION AND VALIDATION OF PROBLEM-SOLVING ABILITY TEST. The Online Journal of New Horizons in Education-January, 13(1).
Bhat, I. A., & Arumugam, G. (2021, October). Construction, validation and standardization of general self-confidence scale. In International conference on emotions and multidisciplinary approaches-ICEMA (p. 121).
Hsiung, C. M. (2012). The effectiveness of cooperative learning. Journal of Engineering Education, 101(1), 119-137.
Terenzini, P. T., Cabrera, A. F., Colbeck, C. L., Parente, J. M., & Bjorklund, S. A. (2001). Collaborative learning vs. lecture/discussion: Students’ reported learning gains. Journal of Engineering Education, 90(1), 123-130.
Du, X., de Graaff, E., & Kolmos, A. (2009). Research on PBL practice in engineering education. International Journal of Engineering Education, 25(5), 810-821.
Peerzada, N., & Bashir, N. (2019). MARIA MONTESSORI: PEACE EDUCATION THROUGH DISCIPLINE. International Journal of Psychosocial Rehabilitation, 23(6).
Yadav, A., Subedi, D., Lundeberg, M. A., & Bunting, C. F. (2011). Problem-based learning: Influence on students' learning in an electrical engineering course. Journal of Engineering Education, 100(2), 253-280.
Shuman, L. J., Besterfield-Sacre, M., & McGourty, J. (2005). The ABET ‘professional skills’—Can they be taught? Can they be assessed? Journal of Engineering Education, 94(1), 41-55.
Dar, R. A., & Peerzada, N. (2017). JOB SATISFACTION OF EFFECTIVE AND LESS EFFECTIVE SECONDARY SCHOOL TEACHERS. Post-graduate Department of Education, 369.
Boud, D., Cohen, R., & Sampson, J. (2014). Peer learning in higher education: Learning from & with each other. Routledge.
