Implementation of problem-based learning in structural engineering: a case study

• Autores: E. Justo, Antonio Delgado Trujillo, Manuel Vázquez Boza, Luis A. Branda
• Localización: The International journal of engineering education, ISSN-e 0949-149X, Vol. 32, no. 6, 2016 (Ejemplar dedicado a: Research in Engineering Education), págs. 2556-2568
• Idioma: inglés
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• Resumen

  • This paper provides an in-depth exploration of the implementation of Problem-based learning (PBL) in a first-yearstructures course with 324 students and eight faculty members, focusing on the factors that may increase or hinder itseffectiveness. The research follows a qualitative approach by examining a case study to gain insight into the participants’experience. Data were collected from students and faculty through open-ended surveys and focus groups, and analyzedwith qualitative data analysis techniques. The outcomes from the evaluation study indicate that the main strengths of thecourse were teamwork, self-directed learning, continual assessment, practical approach and faculty involvement, while themain weaknesses were the disorientation experienced by the students at the start of the problems and the unevenparticipation of group members in the group tasks. From our experience, we can conclude that PBL adapts well to apractical approach towards learning structures. The main shortcomings identified have been associated with poorimplementation of certain key PBL principles. Improvement actions should be aimed at (a) reinforcing the tutor’s roleand (b) paying greater attention to the learning process.