Collaborative Learning in Engineering Design Education
A Systematic Literature Review
Bibliographic Data
| ID | 20296393 |
|---|---|
| Authors | Gitte Van Helden (0000-0001-6255-1797, Delft University of Technology), B T C Zandbergen (0000-0001-6417-952X, Delft University of Technology), Marcus Specht (0000-0002-6086-8480, Delft University of Technology), Eberhard K A Gill (0000-0001-9728-1002, Delft University of Technology) |
| Year | 2023 |
| Volume | 66 |
| Issue | 5 |
| Pages | 509-521 |
| Publication date | 2023-10-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | IEEE Transactions on Education (JOURNAL) |
| Journal identifiers | ISSN: 0018-9359 • E-ISSN: 1557-9638 |
| Publisher | Institute of Electrical and Electronics Engineers (IEEE) (PUBLISHER) |
| DOI | 10.1109/te.2023.3283609 |
| OpenAlex | W4381329084 |
| Language | EN |
| Citations received | 1 |
| References cited | 111 |
Contribution: This article presents a comprehensive overview of characteristics of educational designs of collaborative engineering design activities found in literature and how these characteristics mediate students’ collaboration. Background: Engineers have to solve complex problems that require collaboration. In education, various collaborative engineering design activities have been implemented to prepare students for these professional practices. According to cultural historical activity theory (CHAT), educational activities can be described in terms of interrelated elements, i.e., subject, object, tools, rules, division of labor, and community, that influence learning outcomes. A key issue is how these elements mediate students’ collaborative efforts and how they contribute to learning. Research Questions: 1) How is collaborative learning implemented in engineering design education? 2) How do the elements of CHAT and their interrelations mediate collaborative learning? and 3) What is the evidence that the implementation of collaborative learning contributed to the achievement of desired learning outcomes? Methodology: A systematic literature review following preferred reporting items for systematic review and meta-analyses protocols guidelines was conducted, including 111 articles published between 2011 and 2021. CHAT was used as analytical framework. Findings: Collaborative learning was implemented in engineering design activities to develop technical as well as nontechnical skills. For the CHAT elements, it was found that establishing a common object, rules for collaboration, and division of labor are essential for effective collaboration and can be enhanced through digital technologies (tools) and support from a community, for example, educators. Finally, results showed that there is evidence that described implementations contribute to learning. However, this evidence needs to be interpreted with care, due to methodological issues in some included articles
Collaborative learning · Cooperative learning · Educational technology · Engineering education · Engineering ethics · Engineering management · Implementation · Knowledge management · Mathematics education · Software engineering · Systematic review · Teaching method · Biomedical and Engineering Education · Computer Science · Design Education and Practice · E-Learning and Knowledge Management · Engineering · Psychology
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Using Studio Culture to Foster Epistemic Change in an Engineering Senior Design Course
An Ill-Structured PBL-Based Microprocessor Course Without Formal Laboratory
An Embedded Systems Course for Engineering Students Using Open-Source Platforms in Wireless Scenarios
Problem-Based Learning in Wind Energy Using Virtual and Real Setups
A Design-Oriented Engineering Course Involving Interactions With Stakeholders
A Project-Based Cooperative Approach to Teaching Sustainable Energy Systems
The State of Makerspace Research
Teaching across disciplines
| Unique citing works | 1 |
|---|---|
| Citations per year | 1 |
| Citation span | 2025 - 2025 (1) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 1 |