Development of a proof-of-concept prototype amid limited face-to-face interactions: A case study of an engineering two-student team.

The COVID-19 crisis has necessitated the exploration of alternative learning methodologies to address the challenges of online education, especially in the context of teamwork. This case study examined the effectiveness of a small student team through a project focused on designing, fabricating, and testing a proof-of-concept prototype, specifically a Level 3 prototype according to the technology readiness level (TRL) scale. The project was predominantly carried out under the restrictions imposed by the pandemic. The student team consisted of two undergraduate engineering students with prior experience in project-based learning (PBL) courses. The effectiveness of this teamwork in the current project was found to be strongly influenced by attributes such as shared goals and values, commitment to team success, constructive feedback, and accountability. However, the students' previous experiences in larger teams indicated that characteristics such as ideal team composition, leadership, and open communication were more prominent in those contexts. While team size may explain these differences, further research is necessary to establish definitive conclusions. The contributions of each student to the teamwork were characterized by independence and self-pacing, which played a crucial role in achieving the desired project outcomes. In conclusion, this case study emphasizes the importance of adapting to remote teamwork scenarios and provides strategies for effective project management. The findings highlight the significance of shared goals, commitment, feedback, and accountability in fostering effective teamwork. Moreover, the contributions of independence and self-pacing were instrumental in navigating the challenges posed by limited face-to-face interactions. Future research should investigate the impact of team size on team dynamics, the development of self-regulation skills in similar contexts, and the dynamics of teamwork when students lack experience in a PBL course. These investigations will contribute to a comprehensive understanding of effective teamwork strategies in diverse educational settings. The insights gained from this study contribute to the ongoing discussion on effective teamwork strategies in remote learning environments. [ABSTRACT FROM AUTHOR]