Collaborative project: exploring the experiences of engineering students’ engagement in face-to-face and virtual peer learning

In this study, we investigated students' perception and learning outcomes related to the emerging trends in virtual and face-to-face collaborative learning environments. We used the constructivist model as a frame to explore students' perceive benefits of virtual and face-to-face environment to facilitate collaborative projects before they were able to maximize the quality of their learning outcomes. The findings from the analysis of two student feedback surveys indicated that students enjoyed being able to interact and create 3D objects in a virtual environment. However, they had to devote more time and extra practice to this collaborative approach in order to get the most out of the virtual environment. The findings in virtual and face-to-face approaches also revealed that students from diverse backgrounds, experiences and expectations reported that differences in English language proficiency between local and international students sometimes caused communication difficulties and misunderstandings. Hence, cross-cultural communication skills between team members to provide constructive feedback and more clarity in communication needs to be carefully considered in helping students to support one another and maximize student progress.