Evaluating the impact of a PBL-course for first-year engineering students learning through PBL-projects

Abstract

The PBL-course for engineering students at Aalborg University provides support for student-groups' project-work and collaborative learning when planning and conducting scientific problem-based project with societal relevance. The results of a survey among some of the groups indicate that the limited experience with the Aalborg PBL Model clearly affects groups' perception of importance of using different PBL-tools. Development of process-competencies depends upon facilitation of reflection and experimentation.

Constructivist, Problem-Based Learning Does Work: A Meta-Analysis of Curricular Comparisons Involving a Single Medical School

“…fueron utilizados para el desarrollo del cuestionario QFR y la prueba de creatividad con CEDA detallados en los Capítulo 5 y 3. El detalle del formato de los cursos está en Mosgaard & Spliid (2011) Estos cursos están ubicados en el primer semestre de los programas de Ingeniería Mecánica e Ingeniería de Energía, donde los estudiantes no tienen experiencia previa en el modelo de PBL.…”

Lessons Learned Adapting a First-Year-Engineering Project-Based Course to an Online Format

“…Prompted by the COVID-19 pandemic, a group of instructors of the first-year engineering program at Virginia Tech embarked on the challenge of adapting a traditional project-based course to an online learning format. Project-based learning (PjBL) is a widely adopted active learning pedagogical approach, which promotes student critical thinking and problem-solving skills [1], [2]. PjBL has been proven to be effective among engineering students, especially in the development of both technical and professional competencies among first-year engineering students [3].…”