a learning theory perspective on running open ended group projects (oegps)
One of the most important questions for an educator is how best to help students learn, and another is of course what they should learn. We will address both these questions from a learning theory perspective in the context of Open Ended Group Projects (OEGPs). We argue that OEGPs provide a useful tool for instructors to reach towards higher order thinking skills in students. The intent of this paper is to inspire readers to also consider the general learning objectives of an engineering education programme and build on learning theories in setting up a learning environment using an OEGP structure. We argue that OEGPs are a suitable structure to develop knowledge and problem solving skills to deal with real-world problems in the future professional lives of engineering students.
real-world problems ill-structured problem solving open ended problems theories of learning professional skills situated cognition