Teamwork in project-based learning: engineering students’ perceptions of strengths and weaknesses

Abstract

This paper explores the importance of the topic of working in teams within Project-Based Learning (PBL) methodology. In the context of the Project-Based Learning methodology at the first year of the Master degree in Industrial Engineering and Management (IEM11_PBL) at the University of Minho-on teamwork strengths and weaknesses. To attain this goal, a survey was applied to students and small group discussions were carried out to complement the data collection. The survey and the discussion were conducted during a workshop at the end of the semester in the academic year of 2011/2012, and gathered most IEM11_PBL students and teachers. The paper describes some particular details of IEM11_PBL implementation and addresses some specific aspects of the preparation of students for teamwork. Results from the study reveal that most students are keen on PBL learning methodology and as well as on team working. These were substantiated by the recognition that PBL allows the development of key issues for their professional future that were not fully exploited under a different learning methodology. Some examples of strengths of teamwork reported include a higher motivation to learn, students are active within teams and enjoy sharing tasks, teams allow the development of transversal competences, initial challenges faced by students become opportunities for learning and acquiring competences, e.g. on conflict management and having a positive attitude towards problems. Some weaknesses of teamwork within PBL include the formality of meetings and roles within the team and the excessive time and effort required for doing all the teamwork to create the project. Students also perceive that the final grades are not in consonance with the effort done within the project.