Academic Journal
Engineering students' perceptions of problem and project-based learning (PBL): comparing online and traditional face-to-face environments.
| Τίτλος: | Engineering students' perceptions of problem and project-based learning (PBL): comparing online and traditional face-to-face environments. |
|---|---|
| Συγγραφείς: | O'Connor, Sean, Power, Jason, Blom, Nicolaas, Tanner, David |
| Πηγή: | Australasian Journal of Engineering Education; Nov2025, Vol. 30 Issue 2, p138-162, 25p |
| Θεματικοί όροι: | Engineering education, Problem-based learning, Online education, Project method in teaching, Psychology of students, Teams in the workplace |
| Περίληψη: | This paper investigates and compares students' perceptions of a problem and project-based learning (PBL) module delivered through face-to-face and online environments in sequential years. The study employs a multi-method design, using multiple scales and semi-structured interviews. Data were collected after the completion of the same PBL project in a face-to-face (n = 89) and online (n = 94) environment. The qualitative findings uncover four themes and seven sub-themes affecting engineering students' perceptions of PBL in a traditional face-to-face environment. Comparing these themes to those from the earlier study on the online environment reveals several unique themes specific to the online setting. The quantitative findings show that students' overall level of teamwork satisfaction and collaborative attitude show no significant variation across environments. To conclude, the authors outlined three contributions. The first contribution centres on identifying predictive factors affecting students' perceptions of face-to-face and online PBL environments. The second contribution centres on examining the difference in student teamwork satisfaction and collaborative attitude within the two different environments. The final contribution centres on the unique comparison of engineering PBL presented within this study. The findings underscore the necessity for educators to consider modality-specific factors when designing and implementing PBL in engineering education. [ABSTRACT FROM AUTHOR] |
| Copyright of Australasian Journal of Engineering Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Βάση Δεδομένων: | Complementary Index |
| FullText | Text: Availability: 0 |
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| Header | DbId: edb DbLabel: Complementary Index An: 190508475 RelevancyScore: 1023 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 1023.09326171875 |
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| Items | – Name: Title Label: Title Group: Ti Data: Engineering students' perceptions of problem and project-based learning (PBL): comparing online and traditional face-to-face environments. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22O'Connor%2C+Sean%22">O'Connor, Sean</searchLink><br /><searchLink fieldCode="AR" term="%22Power%2C+Jason%22">Power, Jason</searchLink><br /><searchLink fieldCode="AR" term="%22Blom%2C+Nicolaas%22">Blom, Nicolaas</searchLink><br /><searchLink fieldCode="AR" term="%22Tanner%2C+David%22">Tanner, David</searchLink> – Name: TitleSource Label: Source Group: Src Data: Australasian Journal of Engineering Education; Nov2025, Vol. 30 Issue 2, p138-162, 25p – Name: Subject Label: Subject Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Engineering+education%22">Engineering education</searchLink><br /><searchLink fieldCode="DE" term="%22Problem-based+learning%22">Problem-based learning</searchLink><br /><searchLink fieldCode="DE" term="%22Online+education%22">Online education</searchLink><br /><searchLink fieldCode="DE" term="%22Project+method+in+teaching%22">Project method in teaching</searchLink><br /><searchLink fieldCode="DE" term="%22Psychology+of+students%22">Psychology of students</searchLink><br /><searchLink fieldCode="DE" term="%22Teams+in+the+workplace%22">Teams in the workplace</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This paper investigates and compares students' perceptions of a problem and project-based learning (PBL) module delivered through face-to-face and online environments in sequential years. The study employs a multi-method design, using multiple scales and semi-structured interviews. Data were collected after the completion of the same PBL project in a face-to-face (n = 89) and online (n = 94) environment. The qualitative findings uncover four themes and seven sub-themes affecting engineering students' perceptions of PBL in a traditional face-to-face environment. Comparing these themes to those from the earlier study on the online environment reveals several unique themes specific to the online setting. The quantitative findings show that students' overall level of teamwork satisfaction and collaborative attitude show no significant variation across environments. To conclude, the authors outlined three contributions. The first contribution centres on identifying predictive factors affecting students' perceptions of face-to-face and online PBL environments. The second contribution centres on examining the difference in student teamwork satisfaction and collaborative attitude within the two different environments. The final contribution centres on the unique comparison of engineering PBL presented within this study. The findings underscore the necessity for educators to consider modality-specific factors when designing and implementing PBL in engineering education. [ABSTRACT FROM AUTHOR] – Name: Abstract Label: Group: Ab Data: <i>Copyright of Australasian Journal of Engineering Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edb&AN=190508475 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/22054952.2025.2493419 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 25 StartPage: 138 Subjects: – SubjectFull: Engineering education Type: general – SubjectFull: Problem-based learning Type: general – SubjectFull: Online education Type: general – SubjectFull: Project method in teaching Type: general – SubjectFull: Psychology of students Type: general – SubjectFull: Teams in the workplace Type: general Titles: – TitleFull: Engineering students' perceptions of problem and project-based learning (PBL): comparing online and traditional face-to-face environments. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: O'Connor, Sean – PersonEntity: Name: NameFull: Power, Jason – PersonEntity: Name: NameFull: Blom, Nicolaas – PersonEntity: Name: NameFull: Tanner, David IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 11 Text: Nov2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 22054952 Numbering: – Type: volume Value: 30 – Type: issue Value: 2 Titles: – TitleFull: Australasian Journal of Engineering Education Type: main |
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