Experimenting with a blended design-based learning pedagogy to enhance students’ design competencies and motivations among first-year engineering students

Abstract

Disruptive technologies and the accessibility to the body of knowledge rapidly proliferate, preparing the next generation of engineering graduates requires more than masteries of technical theories but also the ability to devise innovative designs. However, conventional knowledge-based, theory-oriented, passive learning approaches in the engineering education community are being criticized for not addressing these demands. Modern learning technologies and development of online learning platforms shed lights on new opportunities for the adoption of blended learning strategies in design-focused syllabi. Knowledge and skills are acquired through asynchronous online modules, while face-to-face class time is maximized for hands-on, active learning activities. Thus, enabling students to develop design competencies as early as their first course in the university. This study aims to design a pedagogy named blended design-based learning (bDBL) to develop first-year engineering students’ design competencies and increase their motivation in engineering. The pedagogy was implemented in an engineering introductory course. Instructional materials and design-based activities were designed and developed in collaboration with the instructors and the researcher. Five research questions were raised and addressed in different research cycles. These research questions guided the development of bDBL and were used to examine its effects. This study was conducted using a Design-based Research (DBR) methodology. The pedagogical development was undertaken in three research cycles and one special iteration during the Covid-19 pandemic. The special iteration exemplifies the adaptability of bDBL. Data were collected across four cohorts of students close to two years from September 2018 to May 2020. The third research cycle involved a quasi-experiment comparing the effects on design competencies and motivation in engineering between a class using bDBL class and the other using project-based learning (PjBL) approach. Results were triangulated by multiple research instruments including self-reported surveys, engineering design ability tests, and focus group interviews. Pre and post parametric data were analysed by paired t-tests and two-way Repeated measures Analysis of Variance (RANOVA), while non-parametric data were analysed using Wilcoxon signed-rank tests for within groups and Mann-Whitney U-tests for between groups. Qualitative data were coded and processed by thematic analysis to elicit students’ perceptions of bDBL. Results showed that bDBL has positive effects on students’ design competencies and motivation in engineering in all three cycles. Increases in motivation showed no significant differences between bDBL and PjBL, while increases in design competencies were only indicated in the bDBL group. Four main themes emerged on students’ perceptions of bDBL, namely outcomes, content, engagement, and organization. A conceptual framework of bDBL is proposed with six design principles. Eleven recommended practices are suggested for future adoption of bDBL or similar approach. The integration of online learning and design-based learning approaches not only adds to the body of literature and understanding of a contemporary type of blended learning, but also suggests pedagogical strategies for instructing engineering design, provides recommended practices to educators on integrating online learning platforms, procedures, and exemplars for design-based learning activities.