Abstract
The paper presents a Project-Based Learning (shortly, PBL) approach in a collaborative educational environment aimed to develop design ability and creativity of students coming from different engineering disciplines. Three collaborative learning experiences in product design were conducted in order to study their impact on preferred thinking styles of students. Using a thinking style inventory, pre- and post-survey data was collected and successively analyzed through ANOVA techniques. Statistically significant results showed students successfully developed empathy and an openness to multiple perspectives. Furthermore, data analysis confirms that the proposed collaborative learning experience positively contributes to increase awareness in students’ thinking styles.
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Volpentesta, A.P., Ammirato, S., Sofo, F. (2010). Experiential Collaborative Learning and Preferential Thinking. In: Lytras, M.D., et al. Technology Enhanced Learning. Quality of Teaching and Educational Reform. TECH-EDUCATION 2010. Communications in Computer and Information Science, vol 73. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-13166-0_33
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DOI: https://doi.org/10.1007/978-3-642-13166-0_33
Publisher Name: Springer, Berlin, Heidelberg
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