Distributed IPD project-based learning : a PhD summer school student's perspective

Abstract

Project-based learning (PBL) has been present in education for many decades [Mills and Treagust 2003]. In PBL students gain knowledge and skills by solving and working on real-world problems and challenges, thus being inspired to obtain a deeper knowledge of the studied subject. Engineering and design education community joined the trend with increasing interest in PBL approaches for about twenty years now [Hadim and Esche 2002]. Nevertheless, it is more likely to encounter PBL within bachelor and master courses, rather than within formal postgraduate education. Many studies of PBL report on the benefits of the approach regarding gaining both theoretical and practical knowledge and skills. Moreover, students' perspectives are used to improve the PBL approach and to explore the aspects of education in which PBL can contribute the most. Globalization and technological development did not affect only the industry, but also the engineering education [Vukašinović and Fain 2014]. Contemporary means of communication and collaboration offer new approaches to traditional and project-based learning. One example of this phenomenon are students that are joining virtual teams. These students collaborate with colleagues outside the classroom, often in-between different universities or countries. Although researchers are often very keen on and have experience in international collaboration, the effect, benefits and drawback of globally distributed project-based learning are still not fully explored. By having been enrolled in PBL as both students and researchers, the authors of this paper saw a chance to give their insights on PBL in the field of Integrated Product Development (IPD). This research resulted in a set of findings and perspectives during the several phases of a project in which PBL approach and IPD methodology had to be applied. These findings help to answer the question, if the IPD philosophy can be experienced effectively through project-based education, by giving recommendations for this field of research.