Problem‐based Learning: Influence on Students' Learning in an Electrical Engineering Course

Abstract

BACKGROUNDRecently, there has been a shift from using lecture-based teaching methods in undergraduate engineering courses to using more learner-centered teaching approaches, such as problem-based learning. However, research on the impact of these approaches has mainly involved student perceptions of the teaching method and anecdotal and opinion pieces by faculty on their use of the teaching method, rather than empirically collected data on students' learning outcomes. PURPOSE (HYPOTHESIS)This paper describes an investigation of the impact of problem-based learning (PBL) on undergraduate electrical engineering students' conceptual understanding and their perceptions of learning using PBL as compared to lecture. DESIGN/METHODFifty-five students enrolled in an electrical engineering course at a Midwestern university participated in this research. The study utilized a within-subjects A-B-A-B research design with traditional lecture as the baseline phase and problem-based learning as the experimental phase of the study. Participants completed pre-and post-tests surrounding the four topics covered in the study and also completed a Student Assessment of Learning Gains (SALG) survey. RESULTSResults suggested participants' learning gains from PBL were twice their gains from traditional lecture. Even though students learned more from PBL, students thought they learned more from traditional lecture. We discuss these findings and offer implications for faculty interested in implementing PBL. CONCLUSIONSGiven the limited research on the beneficial effects of PBL on student learning, this study provides empirical support for PBL. We discuss findings from this study and provide specific implications for faculty and researchers interested in problem-based learning in engineering.

Project-based learning in Geotechnics: cooperative versus collaborative teamwork

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Enhancement of Mechanical Engineering Degree through student design competition as added value. Considerations and viability

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“…It can be focused on measuring student's development during learning process, student's learning and conceptual understanding of the topic (Yadav, 2011), or specific competences (Zhou, 2013). The assessment technique mainly depends on how the PjBL is implemented within the course and the goals that are meant to be achieved with it (Bin Masek, 2010).…”

Evaluación del Aprendizaje Basado en Problemas en Estudiantes Universitarios de Construcciones Agrarias

“…Por otra parte, algunos trabajos han puesto el acento en aspectos concretos, como por ejemplo el efecto producido en los alumnos implicados (Yadav et al, 2011).También el ABP se ha extendido a otros campos de aplicación, más allá de la medicina y la ingeniería: por ejemplo las ciencias económicas (Santillán, 2006), la química (Lorenzo et al, 2011) e incluso la geografía (Latasa et al, 2012) han sido objeto de diversos trabajos de referencia.En cuanto a los resultados obtenidos han sidovariables (Ribeiro, 2005), y la puesta en práctica ha implicado en algunos casos variantes que han incluido apoyos al papel del profesor como facilitador empleando ordenadores (Mercier y Frederiksen, 2007). Como se puede comprobar por los antecedentes mencionados, y que suponen únicamente una breve selección de trabajos, el campo de investigación relacionado con el ABP, tanto directa como transversalmente, es amplio.…”