Cooperative elements in joint projects to enhance first-year engineering students' self directed leaning: A case of the South African university

Abstract

The aim of this investigation was to explore how cooperative elements could enhance first-year engineering students' self-directed learning in joint projects. A qualitative case study was used as empirical inquiry. The development of a collaborative project is compulsory for all first-year engineering students who are enrolled for the generic course. A cohort of 380 students participated and they worked in collaborative teams. The lecturers identified 64 projects, and a project was allocated to a team, depending on their priority list. Data collection comprised students' written reflective notes and project feedback sheets. Content analysis was used to determine certain patterns of meaning. Teams were selected according to their performance in terms of five cooperative elements, and the way in which these elements contributed to students' self-directed learning. Several positive outcomes and challenges emerged from the plethora of students' views. The results contribute to the body of knowledge on the use of cooperative elements in joint projects to enhance engineering students' self-directed learning and responsible team performance.