Abstract:

This study delves into the integration of Team-Based Learning (TBL) methodologies within a fundamental university course focused on digital design, targeting first-year students in computer, electrical, and industrial automation engineering curricula. TBL, renowned for its efficacy in fostering collaborative learning and critical thinking skills, was adopted to engage a substantial cohort of approximately 70 students per group. The considered course is offered to almost 300 students separated into 4 groups for theoretical classes and about 15 groups for laboratory work. The analyzed in the paper teaching innovation method was only applied to the theoretical classes. These classes are 120 minutes long and are considerably exhaustive and demanding for both the instructors and the students. Historically, the course has been marked by limited student motivation and engagement, leading to elevated dropout rates and low pass rates. As an illustration, during the academic year 2021/2022, only 53% of students received favorable grades, with 27% failing due to inadequate scores and 20% withdrawing from the course. These adverse circumstances underscored the imperative need to implement modifications in the course structure aimed at achieving the following four objectives: enhance students' grades and pass rates; strengthen attendance at lectures; boost students' motivation and active participation in lectures; and enhance instructors' job satisfaction. As a result, gamification elements were introduced into the theoretical part of the course in 2022/2023. The results obtained [1] were notably promising, with the pass rate experiencing a significant increase to 63% in the 2022/2023 academic year. Concurrently, there was a 7% reduction in the dropout rate during the same period. To improve the previous results, in 2023/2024 team-based learning was additionally introduced to the lectures, complementing the traditional expositive teaching activities and the already approved gamification elements. The primary objective of this research is to assess the impact of TBL on students' learning experiences and outcomes in digital design education. A comprehensive analysis is conducted utilizing an online anonymous survey instrument designed to gather quantitative and qualitative data directly from the participating students. These results are complemented by data extracted from the formal University’s assessment system. The identification of both positive and negative outcomes facilitated the derivation of significant recommendations regarding activities to integrate into similar "conceptual" engineering courses.

TBL facilitated the development of essential teamwork and communication skills among students, preparing them for the collaborative environments prevalent in engineering practice. By working in diverse teams, students learned to leverage their individual strengths while fostering mutual respect and cooperation - a critical aspect of professional engineering practice.

However, the assessment data did not indicate a significant improvement in students' performance on assessments and examinations following the implementation of TBL. This suggests that the collaborative learning experiences facilitated by TBL, albeit being instrumental in consolidating students' understanding of digital design principles and reinforcing their problem-solving skills, are not sufficient and should be complemented with other activities.

Keywords:

Team-Based Learning, Digital Design Education, Engineering Students, Collaborative Learning, Student Engagement, Formative Assessment.