Abstract:

In this paper, we investigate the effectiveness of collaborative learning strategies in improving student comprehension and fostering positive learning experiences within engineering education. Two distinct approaches are explored to achieve this objective.

The first approach focuses on novice programmers enrolled in industrial automation engineering courses. Students are divided into small, heterogeneous groups. A complex automation process is then segmented into independent subtasks, with each group assigned a specific task. To delve deeper into their assigned subtask, students within each group designate specialists. Then, cross-group collaboration is facilitated by bringing together specialists from different groups facing similar subtasks. This collaborative environment allows them to discuss challenges, share knowledge, and gain diverse perspectives. Following these cross-group interactions, students return to their original groups to coordinate the functionality of their assigned subtasks, ensuring seamless integration within the larger automation process.

The second approach targets electrical engineering students studying Programmable Logic Controllers (PLCs) and PID controllers. Students utilize online platforms to establish a shared knowledge base, contributing information on key concepts, code examples, and troubleshooting steps, fostering a collaborative knowledge-building environment. These platforms additionally function as a platform for real-time discussions and peer-to-peer support. By actively engaging in collaborative editing, peer review, and discussions, students strengthen their critical thinking and communication skills.

To assess the effectiveness of these approaches, both studies employed mixed-method approaches. This included administering pre- and post-tests, conducting surveys, and analyzing student interactions (group projects in the first approach, online platform activity in the second). The findings consistently revealed that cooperative learning strategies enhance student understanding compared to traditional individual learning methods. Students in both studies reported positive attitudes towards the collaborative approaches and expressed that the methods contributed to a more enjoyable learning experience.

In conclusion, this comparative analysis underscores the efficacy of cooperative learning strategies in engineering education. Both the small group programming with subtask specialization and the online platform approach effectively promote active participation, knowledge sharing, and critical thinking skills. Further research endeavors could explore the adaptability of these methods to various subjects and student experience levels. Additionally, investigating methods to mitigate initial adaptation challenges and ensure balanced group participation would be valuable areas for future inquiry.

Keywords:

Collaborative Learning, Engineering Education, automation design, programming, knowledge sharing, student engagement.