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To address this, a short online course in computer-supported collaborative design was developed. The course used iterative workshops over three years, where students identified knowledge gaps, which were then targeted in subsequent workshops. Surveys evaluated course development success and validated the logical, feedback-driven method. Results inform educators designing new courses for familiar or emerging digital contexts.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/online-course-design-using-iterative-workshops-on-computer-supported-collaborative-design-for-engineering-design-students/600183/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/online-course-design-using-iterative-workshops-on-computer-supported-collaborative-design-for-engineering-design-students/600183.png","ImageObject",300,407,{"name":92,"@type":93},"RuangKosong","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-31","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why was the online course developed for engineering students?","Question",{"text":112,"@type":113},"Students selected technologies without justifying suitability for collaborative design activities, so the course was created to better support their collaborative work.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How did the course development process work?",{"text":117,"@type":113},"The approach relied on students identifying knowledge gaps during workshops, which were addressed in later workshops through iterative cycles over three years.",{"name":119,"@type":110,"acceptedAnswer":120},"How was the course success evaluated?",{"text":121,"@type":113},"Surveys were used to evaluate the success of the online course in computer-supported collaborative design, with feedback supporting the method’s effectiveness.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},600183,1792171890,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090883219,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Online Course Design Using Iterative Workshops on Computer-Supported Collaborative Design for Engineering Design Students  \nRoss Brisco, University of Strathclyde, UK Robert Ian Whitfield, University of Strathclyde, UK Hilary Grierson, University of Strathclyde, UK  \nAbstract  \nBased on observations of global design classes at different institutions, students selected technologies without justification for the suitability of the technology to support their collaborative design activities. To best support students in their collaborative endeavours, a short online course in computer-supported collaborative design was developed. The process of the creation of the short online course was unique using students’ identification of their gaps in knowledge during workshops, iteratively over three years to develop a complete educational experience. Workshops were conducted with students to identify gaps in students’ knowledge that were addressed at future workshops, by filling these gaps and conducting the same gap finding activity the researchers can identify if these gaps can be filled through an educational intervention. Surveys were used to evaluate the success of the development of an online course in Computer-Supported Collaborative Design (CSCD) . The method for the development of the short online course was logical and successful based on feedback from students during surveys. The outcomes of this method can have implications for those developing novel courses in familiar teaching environments or new digital media. This research has identified the interventions required to prepare students for global design projects in a novel way. Lessons from this research will support other educators to consider their course development practice  \nKeywords  \nCourse design, Higher education, Multidisciplinary, Virtual teams, Collaborative design, Student learning experiences.  \nIntroduction  \nCollaboration is commonplace in engineering design education with the trend towards projects and problem-based learning. Learning-by-doing, Active learning, Experimental Learning and other empirical based constructionist theory learning mechanisms have been critically influential for how engineering is taught in the 21st century (Williams, 2017) .  \nIn recent history there was a trend in engineering education to introduce abstract conceptualisations taught within lectures to transmit knowledge from professor to learner. However, this has commonly been replaced with interactive learning interventions that enables experiential learning (Sole et al., 2021) . Lab and tutorial work was frequently used to strengthen understanding of the learner and confirm that the learners understand the concepts that the professor is teaching (Christie & de Graaff, 2016) .  \nThese educational theories document a trend towards models of learning where active participation justifies experience, reflection and abstracting such as is theorised in the Kolb cycle of experiential learning (Kolb, 1984) . Through active engagement students are building real-world skills that future engineers require. This is not simply the facts and physics that govern our reality, however, this is the analytical and critical thinking skills essential for complex challenges in modern engineering. The skills built are how to think about these challenges, students require training to develop these skills (Dewey, 1910) .  \nFrom early theories of philosophy, Aristotle lead the way for theories of Empiricism,“anything learned is gained through interactions and associations with the environment”(Schunk, 2011) . Knowledge is developed from interactions with the world, and these interactions can build to form complex ideas. Fundamentally, this is to reflect that the learner is involved with the learning process. The learner creates meaning from the experience (Bednar et al., 1992)  \nFor engineering design in particular, this is reflected in the development and learning of skills that engineers acquire. There ","cbCaip9aRkanv3yr","https://ap.wps.com/l/cbCaip9aRkanv3yr","pdf",777091,28,"English","# Introduction\n# Modern Engineering Design Education","[{\"question\":\"Why was the online course developed for engineering students?\",\"answer\":\"Students selected technologies without justifying suitability for collaborative design activities, so the course was created to better support their collaborative work.\"},{\"question\":\"How did the course development process work?\",\"answer\":\"The approach relied on students identifying knowledge gaps during workshops, which were addressed in later workshops through iterative cycles over three years.\"},{\"question\":\"How was the course success evaluated?\",\"answer\":\"Surveys were used to evaluate the success of the online course in computer-supported collaborative design, with feedback supporting the method’s effectiveness.\"}]","Online Course Design Using Iterative Workshops on Computer-Supported Collaborative Design for Engineering Design Students | PDF",1792090192,71]