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

This case study examines the effectiveness of teamwork between two undergraduate engineering students—one mechanical and one electronic—collaborating remotely to design, fabricate, and test a Level 3 technology readiness level (TRL) proof-of-concept prototype during the COVID-19 pandemic. Drawing on eleven teamwork attributes identified in engineering education literature, the students reported that shared goals and values, commitment to team success, constructive feedback, and accountability were key to their effective collaboration, while attributes such as ideal team composition, leadership, and open communication were more prominent in their prior experiences with larger teams. The students' independence and self-pacing were crucial in managing the project amid limited face-to-face interaction, and their prior project-based learning (PBL) experience contributed to their preparedness for remote teamwork. The study highlights the influence of team size and prior experience on teamwork dynamics and suggests further research to explore these factors and the development of self-regulation skills in similar educational contexts.