Students’ experiences of change in a PBL curriculum

• Autores: Bettina Dahl, Jette Egelund Holgaard, Hans Hüttel, Anette Kolmos
• Localización: The International journal of engineering education, ISSN-e 0949-149X, Vol. 32, no. Extra 1 (Parte B ), 2016, págs. 384-395
• Idioma: inglés
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• Dialnet Métricas: 2 Citas
• Resumen

  • Very few institutions have a problem based learning (PBL) curriculum at an institutional level and there is therefore limitedexperience with change in systemic PBL models. Aalborg University (AAU) practices an institutional PBL model, and in2010 a rather comprehensive curriculum restructuring took place at the Faculty of Engineering and Science. The originalPBL model assessed some of the courses and projects together, whereas since the reform there is separate assessment ofeach course and of the project. This article reports the findings from a study of how students have experienced thiscurriculum change. An explorative mixed method study was used that included qualitative focus group interviews with 10th(final) semester students about their experience of the change. Based on the qualitative study, a questionnaire was sent to all10thsemesterstudents from computer science, software engineering, and architecture and design. The findings indicate thatthe students always prioritize the projects but with the reforms they experienced a significantly lower degree of integrationand coherence of the various elements in a semester. Furthermore, the alignment between project supervision and projectexam has increased in the new curriculum as the exams of courses and projects are separated.