A Summary of the Findings from an Evaluation of Problem-Based Learning Carried out at Three UK Universities

Canavan, Brian

doi:10.7227/ijeee.45.2.9

Cited by 12 publications

(11 citation statements)

References 4 publications

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“…The author also found that PBL students' confidence in problem-solving skills and their willingness to solve challenging problems also increased substantially compared to traditional students, suggesting that PBL students' attitudes aligned with open-ended problem solving and self-directed learning. Canavan(2008) also examined problem-based learning applied to electronic and electrical engineering at three universities in the United Kingdom. The results from the questionnaires and interviews suggested that students preferred the PBL approach because it allowed them to engage in deep thinking skills and assume more responsibility for their learning.…”

Section: Problem-based Learning In Engineering Educationmentioning

confidence: 99%

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

Yadav

Subedi

Lundeberg

et al. 2011

J of Engineering Edu

346

224

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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.

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Section: Problem-based Learning In Engineering Educationmentioning

confidence: 99%

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

Yadav

Subedi

Lundeberg

et al. 2011

J of Engineering Edu

346

224

View full text Add to dashboard Cite

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“…The resulting uncertainty and loss of control are often experienced as discomforting, in particular by staff trained in traditional teacher-centred learning environments (Nel et al 2008;Sproncken-Smith and Harland 2009). When it comes to group learning, both students and teaching staff perceive dealing with inequalities in participation and knowledge as one of the main challenges, with students also mentioning variation between tutors and a degree of uncertainty and frustration about what it is exactly that they are learning (Canavan 2008;Maudsley et al 2008). Finally, a less obvious challenge concerns curriculum design, given that an interdisciplinary PBL programme requires a coherent, integrated curriculum at the level of content and organisation (Bridges et al 2016;Sproncken-Smith and Harland 2009).…”

Section: Why Would Pbl Work To Enhance Relevance?mentioning

confidence: 99%

Problem-based learning and the relevance of teaching and learning European Studies in times of crises

Bijsmans

Versluis

2020

Eur Polit Sci

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People interested in the research are advised to contact the author for the final version of the publication, or visit the DOI to the publisher's website.• The final author version and the galley proof are versions of the publication after peer review.• The final published version features the final layout of the paper including the volume, issue and page numbers. Link to publication General rightsCopyright and moral rights for the publications made accessible in the public portal are retained by the authors and/or other copyright owners and it is a condition of accessing publications that users recognise and abide by the legal requirements associated with these rights.• Users may download and print one copy of any publication from the public portal for the purpose of private study or research. • You may not further distribute the material or use it for any profit-making activity or commercial gain • You may freely distribute the URL identifying the publication in the public portal.If the publication is distributed under the terms of Article 25fa of the Dutch Copyright Act, indicated by the "Taverne" license above, please follow below link for the End User Agreement:

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“…The adoption of more learner-centered, teacher-facilitated designs require a shift in teacher-student roles, processes of learning, and the design of learning materials. Canavan [23] described the tensions as an apparent conflict between strategic influences (traditional -less time, less effort) and the recognition of the attributes of PBL (deeper learning, authentic). The values and culture of the larger system may produce tensions where innovation is implemented.…”

Section: Tensions That Faculty Encountermentioning

confidence: 99%

Implementation of PBL in Engineering Education: Conceptualization and Management of Tensions

Barneveld

2015

PCEEA

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A Summary of the Findings from an Evaluation of Problem-Based Learning Carried out at Three UK Universities

Cited by 12 publications

References 4 publications

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

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

Problem-based learning and the relevance of teaching and learning European Studies in times of crises

Implementation of PBL in Engineering Education: Conceptualization and Management of Tensions

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