Problem based learning in virtual teams to deliver key graduate attributes

Paper

Brodie, Lyn. 2011. "Problem based learning in virtual teams to deliver key graduate attributes." Auer, Michael, Al-Zoubi, A. Y. and Tovar, Edmundo (ed.) EDUCON 2011: Learning Environments and Ecosystems in Engineering Education. Amman, Jordan 04 - 06 Apr 2011 Piscataway, NJ. United States. https://doi.org/10.1109/EDUCON.2011.5773140
Paper/Presentation Title

Problem based learning in virtual teams to deliver key graduate attributes

Presentation TypePaper
Authors
AuthorBrodie, Lyn
EditorsAuer, Michael, Al-Zoubi, A. Y. and Tovar, Edmundo
Journal or Proceedings TitleProceedings of the 2nd IEEE Global Engineering Education Conference (EDUCON 2011)
ERA Conference ID50440
Number of Pages6
Year2011
Place of PublicationPiscataway, NJ. United States
ISBN9781612846422
Digital Object Identifier (DOI)https://doi.org/10.1109/EDUCON.2011.5773140
Web Address (URL) of Paperhttp://ieeexplore.ieee.org/xpls/abs_all.jsp?arnumber=5773140
Conference/EventEDUCON 2011: Learning Environments and Ecosystems in Engineering Education
IEEE Global Engineering Education Conference
Event Details
EDUCON 2011: Learning Environments and Ecosystems in Engineering Education
Event Date
04 to end of 06 Apr 2011
Event Location
Amman, Jordan
Event Details
IEEE Global Engineering Education Conference
EDUCON
Abstract

This paper investigates the use of virtual teams in
delivering key graduate attributes to engineering students
studying via distance education. The course uses a Problem
Based Learning approach where students work in teams to solve open ended, contextualised engineering problems.

The team members are distributed across Australia and the
world and have no face to face contact. They communicate solely by electronic methods, both synchronous and asynchronously. These teams form a learning community which scaffolds individual and team learning goals.

The student cohort is diverse ranging from school leavers to
mature age students entering tertiary education for the first time, often without normal prerequisite studies in math and physics. These older students do however bring significant life and relevant industry experience to the teams. This student diversity is a significant resource for the teams and mentoring and peer assistance is part of the assessment strategy. The recognition of prior knowledge and learning and the ability to set individual learning goals has increased the progression and retention rates
and the team work has also encouraged a social network which
has not been previously available to distance students.

Results from a longitudinal study show that students significantly increase their teamwork, communication, problem solving and self directed learning skills. In addition specific theoretical and technical skills and knowledge are learnt and applied to new problems. These are key graduate attributes now required by professional accreditation bodies.

Keywordsvirtual teams; problem based learning; graduate attributes; higher education research
ANZSRC Field of Research 2020460902. Decision support and group support systems
390113. Science, technology and engineering curriculum and pedagogy
390409. Learning sciences
Public Notes

© 2011 IEEE. Personal use of this material is permitted. Permission from IEEE must be obtained for all other uses, in any current or future media, including reprinting/republishing this material for advertising or promotional purposes, creating new collective works, for resale or redistribution to servers or lists, or reuse of any copyrighted component of this work in other works.

Byline AffiliationsDepartment of Electrical, Electronic and Computer Engineering
Institution of OriginUniversity of Southern Queensland
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