IMPACT OF VIRTUAL GROUP WORK METHODS ON LEARNING OUTCOMES IN ORGANIZING PRACTICAL DRAFTING LESSONS USING AUTOCAD

This study investigates the impact of virtual group work methods on learning outcomes in practical drafting lessons using AutoCAD within an undergraduate engineering curriculum. A quasi-experimental design was employed, comparing a group of students engaged in virtual collaborative AutoCAD projects with a control group using individual, in-person drafting tasks. Learning outcomes were assessed through drafting proficiency tests, student engagement surveys, and academic performance metrics. Results indicate that virtual group work significantly enhances students’ technical drafting skills, fosters collaborative problem-solving, and increases engagement compared to traditional individual methods. These findings highlight the potential of virtual collaboration tools to improve AutoCAD-based drafting education, offering insights for educators aiming to integrate technology-driven group work into engineering curricula.