Introduction

The classroom has been considered the space in which formal education takes place. In this space, different cultural and socioeconomic contexts, as well as different emotional and psychological climates, coincide. In this space, students acquire knowledge through different didactic strategies applied by their teachers, who teach different subjects, which can be modified when professors consider this necessary (Kleinman, 2005; Okojie & Olinzock, 2006). The contents and objectives are established in the institutional programs or syllabi of each subject, and with them, teachers carry out their didactic strategy. Currently, technology has provided a virtual space in which the didactic process and other activities, such as consulting books or communicating through video calls, can be developed (Miranda, 2020).

The COVID-19 pandemic prompted the national educational system to carry out educational activities by electronic means so as not to interrupt the institutional educational process. Higher education, high school and middle school already had a work developed and implemented on distance and online education with specific characteristics, although a large part of the educational system was carried out in face-to-face interaction.

The educational field is directly concerned with the implications that the virtual aspect has for teaching-learning processes. In practice, interacting or learning virtually does not entail that this is less real; rather, it occurs via a different way of assuming the learning process (Flores & Meléndez, 2021)—a process in which greater autonomy on the part of students predominates because they have the possibility to self-schedule, self-organize, and collaborate and maintain contact with students and teachers from other regions or countries without apparent geographical limits. Of course, this freedom to “be able to do” must be accompanied by will, discipline, and clear objectives.

After the lockdown in summer term 2022, the return to face-to-face learning relationship gave the possibility of carrying out a hybrid teaching format. “Hybrid education” is an umbrella term that encompasses a variety of approaches including online, distance, remote, and flipped learning; all are aimed at providing student-centered experiences that are deeply personal, meaningful, and engaging (Kolova & Belkina, 2021), without neglecting the presence of the teachers. Hybrid teaching as used in the context of this paper is seen as defined as “synchronous teaching of students in the classroom and online using an online platform” (Ulla & Perales, 2022). This integrative approach involves a combination of scientific education and practical training in technical skills based on an understanding of the problems that need to be solved (Jamison et al., 2014). This is especially important in the training of mechanical engineers.

On the other hand, teaching is no longer just transmitting a series of abstract and theoretical types of knowledge by virtue of the position and experience of the teacher; to teach, an epistemological approach based on three pillars must be consciously chosen (Díaz-Barriga & Hernández, 2010), i.e., knowledge, learning and teaching. Based on these concepts, the learning experiences that motivate the students begin to be planned, from practical, with what attracts them, guiding them to discover and develop their skills in a disciplined way so that they can obtain a broader vision of the interaction between theoretical and practical knowledge, which leads not only to learning but also to innovation. Hybrid teaching format is a process to achieve this purpose (Manciaracina, 2020).

This paper presents the results of a study in a hybrid project-based learning setting in the context of Bachelor (BA) and Master (MA) courses involved team-based engineering design projects in mechanical engineering at the Universidad Nacional Autónoma de México during the second semester of 2015 (2016-1, before the pandemic) until the first semester of 2022 (2022-2, during and after confinement). In the following, a review of existing literature in the field is introduced, before presenting the context and the methodology used. Finally, the results are presented and discussed before concluding.

Study purpose

When the starting point centers on cognition, learning and teaching, whatever the modality in which interaction occurs, the teacher adopts a position. An old-fashioned method in the classroom was to conceive of learning by affirming that students learn through reward and punishment (Sidin, 2021)—offering incentives or reprimands according to their performance, good or bad, in a course. If the position adopted by a teacher lean toward a real and objective approach, educators will generate learning spaces where students must reproduce the information that is provided. On the other hand, if this position responds more to interpretation, educators will ensure that each student evaluates and interprets the information, integrating it into activities that encourage discussion, debate, or criticism. Now, if the professor’s conception corresponds to the foundations and methods of scientific knowledge, it will not matter that students simply repeat information or replicate it in the same way as the professor, provided they generate their own questions. Thus, the pedagogical approach of each teacher is different, dependent on their perceptions and beliefs and the environment in which they develop their teaching. The key is found in the level of interaction between teacher and students, entailing the need to overcome the challenge that the use of technology implies for one’s adapted study modality (López & Valdés, 2020). In any case, the role of the teacher should be understood as that of a facilitator who does not impose a specific learning style but plans meaningful activities for different styles.

Accordingly, the design of project-based hybrid courses can respond to different approaches to knowledge, learning and teaching. In the last decade, there has been a growing interest in educational models of teaching-learning that are adjusted to real needs in the modern world (Romero-Saritama & Simaluiza, 2019; Gómez-Hurtado et al., 2020; Lozano-Ramírez, 2020; Morales-Alarcón et al., 2021; Peña et al., 2021), e.g., the development of new learning spaces (Rodríguez-Paz et al., 2019; Rodríguez-Paz et al., 2022), where solid educational results have been demonstrated in engineering (Gur, 2022). The project-based hybrid learning model has also proven to be a functional strategy in different areas of knowledge (Beneroso & Robinson, 2022; Martín et al., 2021).

The reasons for designing and applying a hybrid model in lieu of other teaching models were identified by Graham & Dziuban (2007): to improve teaching and learning pedagogies and increase accessibility, flexibility, and cost effectiveness. These three reasons could explain why instructors, trainers or students may choose blended learning over other types of teaching and learning.

Creating new learning methods centered on BA and MA students is of the utmost importance. In this sense, it was aimed to describe the experience of an application of the hybrid learning model during projects in curricular courses for the mechanical engineering career—to reveal how this strategy provides learning to students and significant results for the teacher, which are translated into tangible teaching resources.

Project-based hybrid learning

Conception of hybrid learning

A pedagogical model must always accompany students because the traditional (called face-to-face learning relationship) and virtual models are very different from each other. In Albiladi & Alshareef (2019), the mixed learning environment is illustrated in relation to face-to-face and online learning. In Rodríguez & Ramírez (2007), a mental map is illustrated in the development of a model that allows the design of bimodal courses, and roles are established as one of the didactic strategies to be used during face-to-face interaction developed in class. Competences and pedagogical models are related to the teacher, students, and technology to achieve meaningful learning and a coherent course with the hybrid model. Studies show that there are no significant differences between a physical or remote presence in terms of conceptual understanding and that successful learning and teaching activities are interrelated with established, epistemic, and social design decisions (Raes, 2022). A hybrid course model consists, therefore, of an adequate mix of these learning models, since there is no single model that allows the use of didactic strategies in accordance with the requirements of a course.

Challenges and stages of project-based learning

Throughout a course, the teacher proposes a series of activities with the intention of developing the skills of students. These are actions with a beginning and an end, with the purpose of assimilating, applying, and evaluating the information transmitted during the course. Students play an active role, not just a receptive one, to process this information. In this sense, it is essential that students discover work as a reality and as an essential value for their training, a value that in their own experience they translate into learning by observing, building, manipulating, repeating, and even correcting.

Project assignments are essential in university engineering courses since they allow the implementation of knowledge while confronting students with real situations in their discipline. Project work allows the achievement of educational purposes through a set of actions, interactions and resources aimed at the resolution of a specific problem or situation and the development of a tangible (such as a prototype) or intangible (such as productions) production. With this way of working, it is proposed that students learn from their own experience to apply the theoretical principles necessary to carry out their profession—not only to acquire knowledge about engineering but also to learn to be an engineer. Students will become engineers to the extent that they practice by being exposed to a series of projects that confront them with the real world, together with the complexity, uncertainty and frustration of the factors that influence such exercises (Ting-Ting & Yu-Tzu, 2020).

Project-based learning encompasses a sequence of activities arranged in stages. Table 1 shows a summary of these stages.

Research methodology

It has been hypothesized that project-based hybrid learning will be the most efficient for acquiring knowledge and autonomous learning skills for future professionals of mechanical engineering while that such interaction generates academic products for the teacher-student binomial.

Participants

The sample (n) comprises undergraduate and graduate courses involving team-based engineering design projects in mechanical engineering in the Faculty of Engineering (FE) at the Universidad Nacional Autónoma de México (UNAM). At present, 12 of the programs of FE have the endorsement of the Council for the Accreditation of Engineering Education (Cacei), and the Graduate Programs in Engineering are part of the National Quality Graduate Program (PNPC) of the National Council of Humanities, Science and Technology (Conahcyt).

There were 375 participants in the BA courses and 30 participants in MA courses. Bachelor students are in their sixth (20%), seventh (50%) and eighth (30%) semesters, aged between 20 and 24 years; 22% were women and 78% were men. MA students are in their first semester, aged between 22 and 25 years; all of them were men. Five BA subject programs and three MA subject programs were considered without any selection criteria, each with a different number of participants according to enrollment. At least one group per semester worked within a hybrid learning format. The course duration comprised 48 hours of classroom work combined with autonomous activity. Classes were held in a university classroom two days a week, while virtual courses were conducted through Skype services (online lessons). During the pandemic, the Zoom platform was used instead of Skype. The focal students also organized virtual conversations to discuss their projects and share design concepts.

The research was carried out during the academic period from the second semester of 2015 to the first semester of 2022, approximately 16 weeks per semester in length from the first day of classes through the last day of exams (Table 2, 3, 4 and 5). In the period from the first semester of 2020 to the first semester of 2022, the University taught classes in all its programs and courses virtually due to the global health contingency. Being that way, in semesters 2021-2 (Jan.-June 2021) and 2022-1 (Aug.-Dec. 2021) no projects were commissioned.

Process

The projects carried out by students were unit projects and final projects (Table 2 to Table 5). Unit projects are short projects where two or three weeks of hard work are needed, and it is necessary to apply an analysis tool to carry them out. The complexity of such a project corresponds to the content in a unit of the course syllabus. On the other hand, final projects, are long projects; they require six or eight weeks of dedicated work where it is necessary to apply two or more analysis tools to complete them. The complexity of such a project corresponds to most of the course content. The decision to include one or more-unit projects, a single final project, or a combination of these is made by the teacher.

Each project is carried out according to some topic of the course content. For example, in the subject of gear design, for the subject of machine element design, students applied the knowledge to solve a problem posed as a final project whose objective was to design a speed multiplier based on an epicyclic train. Another example, in the resonance theme, from the mechanical vibrations course; students applied their knowledge to solve a problem posed as a unit project, demonstrating the torsional resonance phenomenon.

Each group of students, separated into teams of 4 or 5 members, solve the same problem, with agreed upon restrictions and specifications. Besides, all group of students were offered the same course material and support independently of their participation in the study. Students must come up with a creative solution to such a problem, check its solution and demonstrate how it works. The teacher remains involved throughout the project in the role of advisor. Therefore, it takes only a few minutes to resolve the doubts raised at the beginning of a class or respond via email if necessary. Feedback is essential in the achievement of a project.

Instruments

The effectiveness of the proposed method and its related features were evaluated qualitatively. At the end of the course, semi-structured interviews were conducted with each team. A special 16-item questionnaire in Educafi forms was conducted to reflect on what students had learned working under each project and what challenges they encountered. Educafi is a learning management service supported by Moodle through which the teachers create virtual learning environments. It was developed and managed by academic computing services (Unica) at UNAM. The questions were answered and printed by the participants before the final examination. Additional questions that were not previously prepared by the teacher as interviewer could be asked.

Whit these semi-structured interviews, students were to articulate three domains: (a) planning, (b) design criteria, (c) challenges, and (d) applied solutions. Additionally, students are directed to share the professional development, skills, or experiences that they had previously acquired with their peers. On the established delivery date, each team presents a statement of their problem, the objectives that have been derived, their results and the implementation of their solution. Eventually, it is possible to identify that one solution is better than another. The best result is chosen and developed to prepare it according to the academic product that it merits. Survey lasted 15 minutes. Notes were taken to conduct content analysis.

Procedure

First, the learning objectives must be defined: the knowledge, skills, and attitudes that students should manifest because of their participation in the different learning activities. These activities are needed to acquire and master the content and skills to be developed. For example, at the end of a given course, students will demonstrate competence when defining, explaining, distinguishing, identifying, writing, etc. For such a learning objective to have an impact on teacher productivity, the project-based learning methodology in the hybrid learning modality should be adopted. According to the stages of this modality (see Table 1), in the development of an engineering project, there are three important moments:

1. 1. The identification and description of the problem, their requirements, and specifications.

   2. The approach to and selection of concepts to implement the best solution.

   3. Testing the functionality of the solution in addition to communicating it.

At all times, students are required to mobilize their previous knowledge and learn from others, working in situations close to everyday school life in such a way that they learn by doing. Their experience becomes a way to exercise active learning. Thus, following this process should lead to the production of relevant knowledge, allowing it to be naturally integrated into the practice of students as a dynamic, constantly evolving process (Prince, 2004).

By identifying a need, the reality of the problem to be solved is pointed out objectively. All the characteristics of the problem, the facts and background, are described. At the same time, the restrictions imposed or identified, as necessary, must be translated into clear specifications. In the implementation of the solution, the best solution studied is applied, and its feasibility is tested and iterated if necessary. The best solution is not always the cheapest, and its feasibility should be evaluated based on the available resources.

Disseminating results implies the elaboration of tangible teaching tools. Like reading, writing involves an intellectual effort and a broad process; thus, the production of written texts will be significantly related to the didactic activities that derive from the project itself. It is important that each document, derived from one or more projects, has sufficient quality in its writing (coherence and cohesion, organization, pagination, and formal aspects of the text), supporting its potential to be published in a forum according to the level of commitment and seriousness. Any evidence on the development of the project as well as its solution is stored for future consultation by students and those interested in similar projects or as a reference for students just entering their career. These activities should be carried out systematically to achieve better results.

Temporary organization of content presentation

The next step is to define the temporal organization of the presentation of content, activities, evaluations, and other actions carried out throughout the courses. This is programmed according to the learning objectives to ensure there is coherence between the topics, activities, and learning assessments. The quantity and complexity of the material to be developed, the activities that will need to be included, and the forms of evaluation must be established. At this point, the needs of the distance students, their access possibilities, and the types of support and tutoring that will be required by the teacher on, for example, an educational platform should be considered in the organization of a project-based hybrid course.

1. • Information. This refers to information related to the topics of the educational program. It must be adaptable to different virtual education platforms that adhere to the Sharable Courseware Object Reference Model (SCORM) standard and should be considered a complement to the material presented in a class, which students are encouraged to consult independently.

   • Evaluation. Evaluation of the fulfillment of the objectives involves verifying what students have truly achieved, or are achieving, in terms of the competencies established in the objectives of each topic or unit. Such evaluation is not only summative but also formative (Romero et al., 2018); it is a means to certify the knowledge and skills of students and a source of feedback for the teacher.

   • Virtual platform: Materials and contents. The virtual platform allows to organize a variety of tools on which the development of a virtual course is based and, as students, to access these resources. The teacher must clearly establish the rules and procedures from the beginning, emphasizing consistency, since students will be able to navigate the course with greater fluency and confidence when they can access its contents and activities in expected spaces.

Just as the content of the subject to be discussed is of the utmost importance when designing a project-based hybrid course, so are the support materials related to the subject. They must be available to students to ensure they can find what is necessary to orient themselves and understand or expand the topics covered. The following elements must appear on the virtual platform:

1. - Course program. The information that the program should include is as follows:

   1. • Name, group, hours, and prerequisites.

      • Teacher data. A contact email where students can submit their individual queries about the course. Hours and place of attention for students.

      • General objective of the course.

      • Thematic content with objectives.

      • Schedule of activities.

      • Methodology and learning strategy.

      • Evaluation, items, and percentages.

      • Teaching resources.

      • Bibliography and references.

   - Materials. It is possible to include any type of file if they are organized logically. The course syllabus can be used as the basis for sorting folders, readings, text, videos, tables, diagrams, presentations, notes, etc. by topic or subtopic so that access to the information is adequately facilitated.

   - Instructions. Instructions must be fully explained in writing. The description area can include instructions for carrying out tasks, exercises, practices, projects, or research work.

   - Bibliography. It is important to include a mandatory or complementary bibliography, as a list or as files, with hyperlinks, etc. for any type of classification.

Results

The strategy for promoting the teaching of meaningful learning rests on three main attitudinal characteristics: a) the teaching and learning proposal is organized around relevant problems in which b) students see themselves as protagonists of the problems raised and where c) a pedagogical environment is constituted in which students carry out a cognitive activity, developing complex skills using their criteria for decision-making. At the end of each course, semi-structured interviews were conducted with each student. A survey form was worked out to reflect on what they had learned working under the projects.

The students admitted that the hybrid project-based course helped them to learn their professional skills. The majority (91.2%) liked the hybrid way for communication, which was a specific way of the organization for the educational process. Few participants (35,8%) of the project-based course admitted that they had learned how to interact with other students effectively. Some participants also noted that they had learned many things about adaptability and how to involve themselves in an education process.

79,6% noted that they learned how to use new methods of organizing their studies while studying supported material. Some of them (25.4%) appreciated learning with practical and challenging projects. As the graduate participants had proper technical and technological skills, the course assisted them to acquire new communication skills, which could help them mastering their engineering skills. 79.9% agreed that project-based learning course completion increased their level of proficiency. Table 6, 7, 8 and 9 show the results achieved by the teacher/students pairing.

All teams were given the same indication of a problem posed by the teacher with similar restrictions and specifications. The students came up with a creative solution to their problem, tested their solution and then demonstrated how it works.

Regarding evaluation in the teaching-learning process

The indicator on the summative evaluation that was carried out prior to the completion of each project revealed the degree of retention in the fundamental knowledge that students obtained via an exam with concept questions and problems posed in a specific way. On the other hand, when evaluating the projects, either unit project or final project, a formative evaluation was favored. This should be promoted by the teacher himself because it serves as a basis for students to learn to appropriate the concepts and criteria that motivate self-regulation and self-learning (Mora-Torres et al., 2011). Mutual evaluation is always recommended because it encourages self-evaluation and co-evaluation by the members of each team (Espejo et al., 2021).

The rubric, as a scoring guide, describes the degree to which a student is executing a process. It allows tracking the progressive levels of competence and expertise through a range of possible performance metrics and how students move from one level to another. The evaluation of the results of the projects described in Tables 2 to 5 was thus carried out using the rubric shown in Table 10. Self-evaluation and co-evaluation of the participants was carried out, motivating an interesting discussion of their results. All team members were encouraged and given the opportunity to participate.

Discussion of the results

Because the project-based hybrid learning model strategy comprises an instructional method based on inquiry and collaboration, which facilitates students’ learning through their participation, commitment and enthusiasm, it contributes to their construction of experiences, knowledge and the development of their competences because students must identify a need, describe the problem, determine what they know and what they do not know, find information and provide creative solutions, encouraging their imagination and discipline.

Whether for strategic planning or in a health emergency, a teacher must make the most of the virtual learning environment in any of its modalities. Experience and knowledge are essential to the successful application of the instructional design model (Dorfsman & Horenczyk, 2021). A diagnosis to understand the didactic strategies implemented by experts and develop training processes that strengthen teaching practice is therefore recommended.

In order to guarantee the effective execution of a project, the following is recommended: Before a course, each project must be defined according to the content of the subject with sufficient clarity. A final project must be more ambitious than a unit project. Execution times must be set very carefully. The teacher’s experience and his or her knowledge of the state of the art in his or her field of expertise is essential to propose projects with excellent potential. During the development of their project, the students most committed to their training should be identified. The most important results depend on both parties. Finally, the best proposal must be selected by comparing the results of each work team, preferably publicly and partially. This motivates students to continue in consistent work. Credit for students should not be overlooked for any reason.

During the project review stage, students should be motivated to propose creative solutions and they should know that it is not enough to simply repeat a solution for convenience or because it is easier. The teacher always acts as a facilitator, motivator, and moderator to ensure that students are taught that what is complicated is interesting and is, then, a challenge to overcome; thus, they will more strongly associate with and dedicate themselves to work.

Conclusions

Education and work are essential aspects in the development of an engineering student because they are part of their own life (Picard et al., 2022). Work is a unique resource, capable of contributing elements of innovation through the application of creativity and imagination. Today, it is not enough to educate young people by transmitting a series of abstract and theoretical information; it is necessary to educate them with practical experience.

It is essential that students discover work to be a substantial value for their training, a value that in their own experience translates into learning when observing, doing, building, manipulating, repeating, and correcting. Project-based learning is essential in university engineering courses since it allows the implementation of knowledge while confronting students with real situations in their discipline. This activity represents, for students, a way of applying what has been learned in class while assimilating their acquired learning; for the teacher, it represents the possibility of generating an academic product through teaching whose potential is based on the problem raised or the scope itself; it could be a theoretical problem or an experimental one.

The development of innovative methods in the teaching of engineering through the methodology of project-based learning is justified when students achieve the curricular integration of contents, which normally appear in no apparent order, i.e., the ability to specify practical results in a real-world approach. When applying the rubric described in Table 10 to evaluate the construction of learning, students are understood to have acquired the level of practitioner by contrasting the indicators on the left and the performance levels at the top.

Regarding the attributes for graduation from the Faculty of Engineering (FE) at the Universidad Nacional Autónoma de México (UNAM) (see Table 11), which lists competencies and indicators, project-based learning contributes to developing attitudinal learning among mechanical engineering students.

Based on the evidence, we conclude that the project-based hybrid learning model strengthens professional training in engineering students and that it is feasible to apply a conceptual model that establishes a relationship between the project-based learning methodology and disciplinary field of a subject and the relevant pedagogical techniques applied in a hybrid environment. Therefore, it is also feasible that this method can be applied in other areas of engineering (industrial, civil, informatics, mechatronics) using their own learning objectives and within the corresponding value in the interaction of the teacher/facilitator/tutor-student pairing.

Acknowledgments

The authors would like to acknowledge the financial support of Programa de Apoyo a Proyectos de Investigación e Innovación Tecnológica (PAPIIT) «IT102123». Special thanks to doctor Martha Rosa del Moral Nieto for the support given to this project.

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