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Manish Malik and Julie-Ann SimeT igge ing and in e nalising eamwo king skills in neu o- ypical and neu o-a ypical s uden s
wi h a compu e o ches a ed g oup lea ning en i onmen : A mul i case s udy - 10.5821/con e -
ence-9788412322262.1163
doi:10.5821/con e ence-9788412322262.1163
TRIGGERING, DEVELOPING AND INTERNALISING TEAMWORKING SKILLS IN
NEURO-TYPICAL AND NEURO-ATYPICAL STUDENTS WITH A COMPUTER
ORCHESTRATED GROUP LEARNING ENVIRONMENT: A MULTI CASE STUDY
M. Malik1
Uni e si y o Po smou h
Po smou h, U.K.
J. A. Sime
Lancas e Uni e si y
Lancas e , U.K.
Con e ence Key A eas: Di e si y and inclusi eness and E-lea ning
Keywo ds: Neu ologically a ypical, ASD, ADHD, Collabo a i e lea ning, Compu e
suppo ed collabo a ion (CSCL) a compu e
ABSTRACT
P ojec -based lea ning and lipped class oom app oaches a e o en used o
de eloping eam wo king skills in g adua es. Howe e , many enginee ing schools
ace e iciency and e ec i eness challenges when i comes o acili a ing s uden s in
hese se ings. Fo neu o-a ypical (NAT) s uden s, such as hose wi h A en ion
De ici Hype ac i i y Diso de (ADHD) o Au ism, suppo o de eloping eamwo king
skills can be limi ed. E en neu o- ypical (NT) s uden s ind eamwo k challenging and
can bene i om an in e en ion ha suppo s de elopmen o such skills. Sel , Co
and Sha ed egula ion skills a e conside ed impo an o e ec i e eam wo king.
Regula ion is a mul i-s aged p ocess, which includes goal se ing, planning, doing,
moni o ing and e alua ing own and a eam's wo k. Resea ch on use o compu e
sc ip s o success ully o ches a e he mul iple s ages a a sha ed le el shows only
pa ial success. Many Compu e Suppo ed and Collabo a i e Lea ning s udies ci e
o e -sc ip ing as a common c i icism ela ed o o ches a ion o sha ed egula ion
and eam wo k. This wo k in es iga es "How compu e o ches a ion sc ip s a ec
he igge ing and in e nalisa ion o Sel , Co and Social egula ion skills in NT and
NAT s uden s when using a Compu e O ches a ed G oup Lea ning En i onmen
(COGLE)?". COGLE was used wi h i s yea neu o ypical and neu o-a ypical
enginee ing s uden s o s udy i s impac on igge ing exis ing and/o in e nalising
new egula ion sc ip s in eam wo king. Quali a i e da a om wo li e al eplica ion
cases we e analysed. This wo k shows how di e en ypes o sc ip s in COGLE
helped igge , de elop and in e nalise egula ion skills and highligh s a eas whe e
mo e wo k is needed.
1 Co esponding Au ho , M. Malik, manish.malik@po .ac.uk
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1 INTRODUCTION
1.1 Inc ease in collabo a i e app oaches wi hin Enginee ing Educa ion
Collabo a ion skills a e conside ed impo an wi hin mos p o essions. In enginee ing,
eam wo king skills a e one o many c ucial skills o he success o any eal-wo ld
open-ended p ojec . Highe enginee ing educa ion cu icula, in he UK and
elsewhe e, ha e seen ecen changes in esponse o he calls om indus y and
p o essional bodies o inc ease ocus on p oblem sol ing and eam wo king and he
use o collabo a i e app oaches o de elop hese g adua e skills [1-3,8-9]. Lea ning
in g oups wi hin enginee ing has been shown o ha e g ea e achie emen , wi h a
mode a e e ec size (d=0.25), han lea ning indi idually [4]. As a esul , collabo a i e
app oaches such as Flipped Class oom (FC) and P ojec Based Lea ning (PjBL)
ha e gained popula i y o e he yea s wi hin Enginee ing Educa ion [5-6]. In FC,
s uden s a e expec ed o p epa e he con en hemsel es and ake pa wi hin
collabo a i e ac i e lea ning ac i i ies in class [5, 7]. In PjBL, s uden s wo k
collabo a i ely in a g oup, on a de ined eal-wo ld p ojec and a e expec ed o lea n
wha is needed o deli e he p ojec . The popula i y o such app oaches has mean
ha he e has been a shi in he expec ed ole o he academics om being a ‘sage
on he s age’ dissemina ing in o ma ion o a mo e suppo ing ‘guide on he side’ ole
[6]. The e a e, howe e , many challenges ha come wi h his shi in expec a ions
and p ac ice.
1.2 Challenges collabo a i e app oaches b ing o Enginee ing Educa ion
Wi hou heo e ical knowledge ha unde pins he change in hei ole and he skills
needed by s a in acili a ing g oups, s a o en ace challenges when adop ing PjBL
o FC app oach [6-7]. No jus s a , he s uden s also ind i ha d o de elop and use
in e pe sonal skills i hey ha e no had and do no ha e access o any o mal eam
skills aining [6-7]. Fu he mo e, PjBL is esou ce in ensi e and equi es mo e s a
o acili a e eams and o pu in ex a e o in guiding s uden s. This is pa icula ly
impo an whe e s uden s a e om mul icul u al backg ounds [6]. As PjBL needs
mo e esou ces om schools o depa men s, i can lead o a educ ion in
ins i u ional suppo o such app oaches o e ime [6]. This pu s any bene i s o he
PjBL app oach, whe e ealisable, a isk. Likewise, s uden s ind i ime consuming
and ha d o p epa e on hei own in he FC app oach. Due o limi ed s uden
p epa a ion, s a ind i icky o ca y ou hei planned collabo a i e ac i i ies in a
way ha is ai and bene i s he en i e class [10]. In p ac ice, s a o en ind
hemsel es pe o ming bo h he oles o eache and acili a o , especially when
s uden s complain abou no being able o lea n o wo k on hei own on open-ended
eal-wo ld p oblems wi hou being augh i s and a simila c i icism is aced by
lipped class oom app oach [6,10].
1.3 Con ex and Ra ionale
Mo e and mo e NAT a e en e ing highe educa ion as diagnosis a es a e on he
ise. NAT is an umb ella e m ha includes (ADHD and Au ism Spec um Diso de
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(ASD) s uden s. Resea che s ha e claimed ha NAT s uden s a e mo e likely o
s udy enginee ing and echnology cou ses [23]. As a esul , i is e y likely ha mos
enginee ing coho s will ha e a mix o NT and NAT s uden s lea ning oge he .
Fo mally diagnosed, o no , hese s uden s ace socio-communica ion challenges
ha may a ec hem in ealising hei ull po en ial [23]. Social in e ac ions and
communica ion a e c ucial o success wi hin PjBL and FC ac i i ies, making i ha de
o NAT s uden s o succeed. In addi ion, easonable adjus men s a e needed by law
and eaching NT and NAT s uden s alongside each o he can pose p oblems [24]. In
p ac ice, he demands o PjBL and FC can pu mos s uden s unde p essu e,
including NT, diagnosed NAT and hose ha emain undiagnosed [25]. The e o e,
he challenges aced in social in e ac ions and communica ion wi hin g oup wo k can
limi he success o FC and PjBL o NT as well as NAT s uden s.
Bo h FC and P ojec based lea ning a e used wi hin he School o Ene gy and
Elec onic Enginee ing a he Uni e si y o Po smou h. He e, eams o s uden s may
need o collabo a i ely design, build and es say a communica ion sys em as pa o
a PjBL p ojec o collabo a i ely discuss design challenges ela ed o elec onic
subsys ems wi hin FC ac i i ies. Disabili y da a om Highe Educa ion S a is ics
Agency show 0.9% (male), 0.2% ( emale) & 3.6% (o he ) cu en UK domiciled
s uden s ha e ASD o o he social communica ion diso de [24]. Resea ch sugges s
emales can be be e a masking social beha iou s common in NAT and a e no
being diagnosed as a esul [23]-[24]. As NAT s uden s a e mo e likely o s udy
enginee ing [23], suppo ing he al eady small % o emale s uden s en e ing
enginee ing deg ees becomes e en mo e impo an . In he las h ee yea s alone
he e has been an inc ease in s uden s wi h speci ic lea ning disabili ies (including
ADHD) and ASD o 15.7% and 1.2% espec i ely wi hin he school. This inc easing
end in NAT s uden s joining ou cou ses, combined wi h po en ial bene i s o NT
s uden s om an in e en ion ha can ca e o bo h NT and NAT s uden s lea ning
oge he , p o ides he a ionale o his s udy. COGLE may p o ide an app oach o
eaching ha is inclusi e o s uden s wi h socio-communica ion challenges and
enhancing hei lea ning and eam wo king expe ience.
2 METHODOLOGY
2.1 The in e en ion: Compu e O ches a ed G oup Lea ning En i onmen
COGLE was de eloped wi hin he School o Ene gy and Elec onic Enginee ing a
he Uni e si y o Po smou h. I o ches a es small ace- o- ace g oups o s uden s
wa ching oge he sho ideos ollowed by o ches a ing hem p ac ice ela ed
ques ions ill hey all achie e g oup-wide mas e y, i.e. hey can all show ha hey
unde s and he con en by answe ing ques ions. Du ing each session s uden s a e
pai ed se e al imes o ca y ou pee ins uc ion wi h hose who ge he ques ions
w ong. COGLE uns wi hin a web b owse wi h ideos hos ed anywhe e on he web,
o example YouTube®. The ques ions a e ca e ully designed o encou age
discussions be ween s uden s. To achie e g oup-wide mas e y all s uden s in a eam
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ha e o ge 10 ques ions co ec in a ow. Anyone making a mis ake ese s he coun
o ze o and he eam mus con inue. COGLE plays a emedial ideo based on he
mos p e alen mis ake in he g oup.
Wo king i e a i ely o build unde s anding, in a cons uc i is way, owa ds a sha ed
goal o GWM is seen as c ucial in igge ing and achie ing SRL, CoRL, and SSRL
and eam e ec i eness. T igge ing and in e nalising egula ion, pa icula ly SSRL
skills, h ough o ches a ing a simple goal o achie ing GWM has no been s udied
be o e.
2.2 Unde pinning pedagogical heo ies
Zimme man’s SRL heo y and i s ex ension in o he social in he o m o CoRL and
mo e ecen ly SSRL, explain how sha ed goals, planning, moni o ing and e lec ion
can make indi iduals become mo e e ec i e in egula ing collabo a ion a di e en
le els [11]. The epea ed o ches a ion h ough ex ual sc ip s in COGLE has he
po en ial o aid he igge ing, de elopmen and in e nalisa ion o egula ion skills, as
p edic ed by Sc ip Guidance Theo y [25]. This heo y posi s ha a a ge beha iou ,
such as SSRL, can be modelled in indi iduals by sc ip ing i epea edly, causing
in e nalisa ion o an app op ia ed e sion o he ex e nal sc ip [25]-[26]. Sc ip s can
o ches a e and model collabo a i e beha iou and a e he e o e used o “Enhance
he p obabili y ha knowledge gene a i e in e ac ions such as con lic esolu ion,
explana ion o mu ual egula ion occu du ing he collabo a ion p ocess” [21, p. 1].
Ano he heo y ha unde pins he success o sc ip ing egula ion skills is he Sel -
De e mina ion Theo y o mo i a ion [27]. I posi s ha lea ne s become sel -
mo i a ed in a lea ning en i onmen ha makes hem: mo e sel -con iden by making
hem mo e compe en ; mo e pa o a eam by enhancing hei ela edness o hei
eamma es; bu also, mo e au onomous as hey ake con ol o he asks hemsel es
and in e nalise o emembe he igge ed sc ip s. SSRL is seen as he highes le el
o egula ion o collabo a ion [11].
2.3 Resea ch si e, pa icipan s and esea ch design
Two Elec onic Enginee ing modules, one a le el 3 ( i s yea o ounda ion deg ee)
and one a le el 4 ( i s yea o unde g adua e deg ee), we e chosen whe e FC and
PjBL ac i i ies we e being used espec i ely. This o med he basis o s uden s om
le el 3 o use COGLE o p epa e o FC ac i i y and le el 4 s uden s o p epa e o
PjBL ask. The module co-o dina o con i med obse ing simila challenges as no ed
abo e in bo h he modules. The wo modules also bene i om co e ing he same
basic ma e ial in he ea ly pa s o he cou se o ensu e s uden s a e in oduced o
basics o elec onics be o e mo ing on o ad anced opics in le el 4 module. In o de
o in es iga e he po en ial o COGLE in suppo ing NT and NAT s uden s oge he
wi hin a eal-wo ld se ing pa icipan s we e in i ed om hese wo modules o join
he s udy.
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The s udy was app o ed by he Uni e si y’s esea ch e hics commi ee and s uden s
om he wo coho s we e in i ed, in pa icula hose wi h ASD and ADHD, and gi e
in o med consen o aking pa in his s udy. This was he only way we we e
allowed o ec ui s uden s as access o en i e coho was no pe mi ed by he e hics
commi ee. A o al o 19 s uden s joined he s udy, 9 om le el 3 ounda ion cou se
in Enginee ing and Technology and 10 om he BEng Elec onic Enginee ing
cou se. Th ee ounda ion s uden s did no comple e and le he s udy mid-way as
one o hei eamma es, an in e na ional s uden , le wi hou gi ing any explana ion
lea ing a g oup o 2 who did no wish o con inue. The emaining 6 le el 3 s uden s
we e pu in eams o 3 each andomly and we e pu in o he FC case-s udy. One
le el 3 s uden sel -decla ed as au is ic based on a diagnosis in hei immedia e
amily. Low diagnosis a es a e a common issue and sel -iden i ica ion in his way
can be help ul. The emaining 10 le el 4 s uden s joined he PjBL case-s udy and
we e pu in andom eams o 3 o 4 s uden s. In le el 4 one s uden was diagnosed
wi h Au ism (como bid wi h ADHD) and one s uden had ADHD con i med ia
consen by he disabili y suppo uni in he uni e si y. 16 s uden s comple ed he wo
case s udies.
S uden s on he FC case-s udy lea ned oge he o 4, wo-hou sessions in hei
designa ed eams p io o a emp ing a wo-hou FC collabo a i e design challenge in
he same eams. S uden s on he PjBL case-s udy, did he same 4 wo hou sessions
and in addi ion 3 u he wo hou sessions (7 sessions in o al) o mas e he con en
needed o he PjBL ask in hei designa ed eams. The FC ask in ol ed designing
a bass and eble il e ci cui o be used as inpu o a head-phone ampli ie in a wo-
hou S uden O ches a ed Wo king Toge he (SOWT) session. The PjBL ask was
mo e complex whe e he s uden s we e equi ed o design bo h he il e ci cui s as
well as he headphone ampli ie wi hin a wo-hou SOWT session. The con en used
in he FC case-s udy was also used in he PjBL case-s udy in addi ion o mo e
con en on ad anced opics as needed o he PjBL p ojec . The wo case-s udies
hus o med pa o a li e al eplica ion mul i-case s udy design used he e [28]. The
use o o ches a ed g oup-wide mas e y in wo di e en case-s udies should
gene a e obus e idence ad oca ing o using such an app oach wi h NT and NAT
s uden s wi hin Enginee ing Educa ion se ings o enhance hei knowledge and
in e nalise eam wo king sc ip s used wi hin COGLE.
2.4 Success and challenges in sc ip ing egula ion skills
Sel -Regula ed Lea ning (SRL) in ol es planning, moni o ing and e lec ing on you
own ac ions o achie e indi idual goals agains a se s anda d [11], [12]. Sc ip ing o
sel and co- egula ion o lea ning (CoRL), which in ol es egula ing ac ions o some
o he eamma es, has helped lea ne s imp o e hei g oup-awa eness, socio-
me acogni i e and socio-emo ional egula ion skills [12]-[17]. Fo de eloping SRL
and CoRL skills sc ip ing in o ma ion sha ing, a gumen a ion and nego ia ions has
been e ec i e, as de ined in he collabo a i e amewo k by [18]. Ve y ew s udies,
howe e , ha e in es iga ed he ans e o hese sc ip ed skills in o un-sc ip ed

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en i onmen s. T ans e has been mo e success ul whe e adap able sc ip s a e used
[19] o whe e s uden s p ac ice he sc ip ed in e ac ions mul iple imes [16] and
whe e he e was suppo o help s uden s in challenging si ua ions [16]. SRL, CoRL
and SSRL skills a e conside ed as key o eam e ec i eness [11]. In mos s udies
CoRL by o he s is shown o help de elop SRL and sel -e icacy [20]-[22].
Dependencies o la e s ages o egula ion on ea lie s ages in SSRL and he
di e si y in lea ne knowledge and skills, makes i e y ha d o Socially Sha ed
Regula ion o Lea ning (SSRL) o be success ul when each o hese s ages is
sc ip ed sepa a ely [13]-[14] and sc ip ing SSRL may easily be pe cei ed by lea ne s
as o e -sc ip ing [20]. Al hough some success in igge ing, de eloping and
in e nalising Sel and Co egula ion has been epo ed, success ul sc ip ing o SSRL
in eams has been limi ed [13]-[14], [16]
2.5 Me hodology o e alua ion
COGLE plays a ole is he de elopmen o eam wo king skills o hese s uden s.
A e each session he s uden s comple ed a Daily E en s Su ey (DES) wi h ee
ex space o answe he ollowing ques ions.
1. Desc ibe wha did and did no go well, when p omp ed by he sys em, o each
o explain o o he s uden (s) a concep .
a. Also, desc ibe how he sys em made you o o he s in you eam
con ibu ed o imp o ing o wo sening he si ua ions you desc ibed as
“did" o "did no go well” abo e espec i ely.
2. Desc ibe wha did and did no go well, when p omp ed by he sys em, o lea n
om o he s uden (s), a concep .
a. Also, desc ibe how he sys em made you o o he s in you eam
con ibu ed o imp o ing o wo sening he si ua ions you desc ibed as
“did" o "did no go well” abo e espec i ely.
In addi ion, quali a i e da a was collec ed h ough an hou -long in e iew o NT
s uden s and up o wo hou s o NAT s uden s. The in e iews we e ansc ibed
e ba im by a p o essional ansc ibe . This pape p esen s some key hemes om
he quali a i e da a om he DES ha was analysed using g ounded heo y inspi ed
hema ic analysis [29]. A ull analysis om all sou ces will be p esen ed in a
subsequen esea ch a icle.
3 RESULTS
3.1 FC Case
The daily e en s su ey was comple ed by all 6 s uden s a e each o he 4 sessions
and he SOWT session. Then using g ounded heo y inspi ed hema ic analysis, he
hemes shown in Table 1, eme ged in he majo i y o he esponses om a majo i y
o he sessions.
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Table 1. FC case: Themes om he DES
Theme/ Sub- heme
Desc ip ion
Sample quo es
O ches a es GWM
and CoRL
GWM sc ip pai ed eamma es
who augh each o he .
“[Pai ing] was a bi wei d as explaining a
opic [a i s bu i ]… wen well. [Pai ing]
allowed us o discuss he opic.”
Teamma es can
akeo e pai ing.
GWM linked penal y caused
posi i e us a ion, ha
igge ed o e aking COGLE’s
pai ing.
“We all helped o explain and unde s and
concep s [on ou own] when i was equi ed
[ o achie e GWM].”
Co/SSRL p ac iced
and in e nalised
A simple goal o GWM made
hem swi ch be ween wo king
unde hei sha ed sc ip s and
COGLE sc ip s.
“I hink [ oday] i was mo e o a eam e o
a he han he sys em ha helped us
p og ess his ime.”
Sha ed goal and
wo king oge he
Aimed o inish he SOWT ask
by wo king oge he .
“We we e e y quickly able o come up wi h
sui able numbe s and ci cui s be ween us,
…we did s uggle… howe e we wo ked
well as a eam h ough he issue”
Team e ec i eness
and sa is ac ion
Fel eamma es wo ked
oge he
“We combined all ou ideas oge he o ge i
all igh .”
Themes in Table 1, show ha he epea ed compu e o ches a ion o pai ing,
al hough ini ially awkwa d, soon enabled he ex e nalisa ion o knowledge be ween
eamma es in o de o achie e he GWM goal. The pai ing sc ip a i s igge ed
CoRL in eamma es, and la e he s uden s ook o e he pai ing hemsel es,
showing ea ly in e nalisa ion o CoRL. The GWM sc ip igge ed sha ed wo king,
moni o ing and e iewing as eamma es wan ed o comple e mas e y wi hou ha ing
o do many mo e ques ions. The e was no need o sc ip hese phases wi h sepa a e
sc ip s. S uden s we e able o de elop and in e nalise bo h CoRL and SSRL skills
wi hin jus 4 sessions. The sc ip s we e app op ia ed, in e nalised and also used in
he SOWT sessions e en when he COGLE sc ip ing was emo ed hus showing
ans e . The eams we e able o comple e he se ask in he FC wi hou any help
om any s a e ec i ely and e icien ly. They we e also sa is ied wi h hei solu ions.
The p esence o a NAT s uden in a eam o NT s uden s did no cause any issues o
ei he any NT o NAT s uden . Thus, showing he inclusi eness o COGLE.
3.2 PjBL case
Likewise, he daily e en s su ey was comple ed by all 10 s uden s a e each o he
7 sessions and he SOWT. Then using g ounded heo y inspi ed hema ic analysis,
simila hemes eme ged in he majo i y o he esponses om a majo i y o he
sessions.
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Themes in Table 2, show ha he epea ed compu e o ches a ion o pai ing, helped
ex e nalisa ion o knowledge needed o achie e he GWM goal. He e oo, CoRL was
igge ed by sc ip a i s and la e aken o e by he s uden s, showing ea ly
in e nalisa ion o CoRL. The GWM sc ip igge ed sha ed wo king, moni o ing and
e iewing as eamma es wan ed o comple e mas e y wi hou ha ing o do many
mo e ques ions. The e was no need o sc ip hese phases wi h sepa a e sc ip s.
S uden s we e able o de elop and in e nalise bo h CoRL and SSRL skills wi hin jus
4 sessions. The sc ip s we e app op ia ed as hey we e in e nalised and we e used
in he SOWT sessions e en when he COGLE sc ip ing was emo ed hus showing
ans e . The eams we e able o comple e he se ask in he PjBL wi hou any help
om any s a e ec i ely and e icien ly. They we e also sa is ied wi h hei solu ions.
The p esence o a NAT s uden in a eam o NT s uden s did no cause any issues o
ei he any NT o NAT s uden . Thus, showing he inclusi eness o COGLE.
Table 2. PjBL case: Themes om DES
Theme/ Sub- heme
Desc ip ion
Sample quo es
O ches a es GWM
and CoRL
GWM sc ip pai ed
eamma es who augh each
o he .
“The sys em p omp ed [collabo a ion] a
co ec imes which made he session go
well.”
Teamma es can
akeo e pai ing.
GWM linked penal y caused
posi i e us a ion, ha
igge ed o e aking
COGLE’s pai ing.
“Some imes i was di icul o o he
s uden s o explain a opic [when picked
by he sys em] bu we would wo k
oge he o help explain ha opic”
Co/SSRL p ac iced
and in e nalized
As simple goal o GWM
made hem swi ch be ween
wo king unde hei sha ed
sc ip s and COGLE sc ip s.
“I he [chosen] explaine wasn'
explaining well, hen he o he pe son
would chip in o y and help, usually i
wo ked.”
Sha ed goal and
wo king oge he
Aimed o inish he SOWT
ask by wo king oge he .
“We managed o ge a lo done… we
wo ked e icien ly and as eam. Choosing
esis o alues cause a bi o a deba e bu
we o e came his by ag eeing o one
alue”
Team e ec i eness
and sa is ac ion
Fel eamma es wo ked
oge he
“We p oduced a easonable design, and
was mos ly happy wi h he ou come”.
4 Discussion and implica ions o enginee ing educa o s
The wo cases p o ide epea ing esul s adding s eng h o he claim ha COGLE’s
simple GWM goal alongside lexibili y in he pai ing sc ip is able o suppo a mix o
NT and NAT s uden s whe e bo h sha ed and p ac iced egula ion and eam wo king
skills be o e demons a ing e ec i e eamwo king when o ches a ion was emo ed
al oge he . The lexibili y o ely on sc ip s du ing lea ning sessions as and when
needed o o akeo e egula ion hemsel es, helped s uden s p ac ice and gain
con idence in egula ion skills. I also allowed hose wi h exis ing skills o hose
becoming mo e con iden o akeo e egula ion om COGLE and p ac ice i
hemsel es. By ex e nalising hei sc ip s, s uden s sha ed hei skills wi h he o he s
in he eam. The us a ion due o he penal y in he GWM sc ip , whe eby he coun
leading up o he a ge o answe ing 10 consecu i e ques ions was ese i e en one
50 h Annual Con e ence in Sep embe 2022
507
o he eamma es made a mis ake, helped igge his akeo e and he sha ed
moni o ing, wo king and e iewing ook place be ween eamma es. I also mean ha
when a sha ed app oach was success ul, s uden s would use i in u u e oo. COGLE
encou aged being suppo i e o each o he bu also suppo ed lea ne s when
needed. Regula ion changed hands be ween COGLE and eamma es and back un il
he eamma es we e eady hemsel es.
Due o changes in eaching app oaches du ing he pandemic, many s a now use
chunks o ideo and quizzes as no mal eaching ma e ial. Al hough o ches a ing he
use o hese ideos and quizzes s ill p esen a challenge. As highe educa ion se les
in o i s new no mal pos pandemic, o ches a ion sys ems such as COGLE o e new
ways in managing class oom in e ac ions and ac i i ies, in addi ion o p omo ing he
igge ing, de elopmen and in e nalisa ion o egula ion skills c ucial o eam
wo king.
5 SUMMARY AND ACKNOWLEDGEMENTS
This wo k p esen ed he e alua ion o Sel , Co and Sha ed egula ion and eam
wo king skills in collabo a i e se ings such as FC and PjBL a e using a no el g oup
lea ning en i onmen , COGLE. I shows how bo h NT and NAT s uden s we e
mo i a ed o come oge he as a eam wi hin a compu e o ches a ed en i onmen
which used a GWM sc ip o p epa e hem o collabo a i e ac i i ies in a SOWT
session la e on. They comple ed he FC and PjBL SOWT ac i i y ha ollowed
success ully wi hou being o ches a ed by any compu e sc ip s, indica ing
success ul ans e o Sel , Co and Sha ed egula ion skills. Fu he mo e, COGLE
was able o suppo NAT s uden s in o e coming socio-communica ion challenges in
an inclusi e manne whils lea ning alongside NT s uden s. The use o COGLE ees
s a om ha ing o each ins ead o ocussing on guiding s uden s du ing PjBL and
FC ac i i ies, making i mo e e icien and e ec i e. The pos pandemic class oom
needs mo e inno a i e solu ions like COGLE o success ully ans o m enginee ing
educa ion om being mo e lec u e based o mo e in e ac i e, skills ocussed and
s uden cen ic. COGLE p epa es s uden s be o e hey se oo on collabo a i e asks
ha equi e bo h, eam wo king skills and mas e y o echnical knowledge, he wo
mos impo an pilla s in enginee ing educa ion. The wo cases show he
ans e abili y o he in e en ion design o mixed g oups o NT and NAT s uden s in
e ms o igge ing, de eloping and in e nalising egula ion skill and e ec i e eam
wo king skills.
This wo k bene i ed om he dean’s und o suppo ing esea ch wi hin he school.
The au ho s a e g a e ul o he con inued suppo o his p ojec as we in es iga e
u he collabo a i e lea ning wi hin enginee ing educa ion wi h bigge coho size in
o de o help wi h he ans e abili y o he esul s u he .