Exploring the Impact Of Problem-Based Learning on Student Learning Outcomes
Findings From the PBL South Asia Project
A. Jurelionis (Kaunas University of Technology)
G. Stankevičiūtė (Kaunas University of Technology)
A. Dhital (Aalto University)
E. van Andel (TU Delft - Delft Centre for Entrepreneurship)
J. Sundman (Aalto University)
Laura Stasiuliene (Kaunas University of Technology)
Shakuntala Acharya (Indian Institute of Technology Guwahati)
R. Subra (Aalto University)
More Info
expand_more
Other than for strictly personal use, it is not permitted to download, forward or distribute the text or part of it, without the consent of the author(s) and/or copyright holder(s), unless the work is under an open content license such as Creative Commons.
Abstract
This paper presents the results of surveys conducted among students and teachers / mentors in Nepal, Bhutan, and India, regarding the impact of implementing Problembased learning (PBL) methodology in engineering and multidisciplinary projects. The surveys were carried out under the Erasmus+ funded project, "Strengthening Problembased learning in South Asian Universities" (PBL South Asia). The project aimed to address the issues of education quality, employability, and sustainable development in the region by enhancing students’ practical experience, communication skills, teamwork abilities, as well as academic knowledge through PBL-adapted courses. As a result, South Asian higher education institutions have implemented PBL courses in their curriculum.
The surveys were designed to evaluate how specific competences or learning outcomes were perceived by different stakeholder groups, e.g., which learning outcomes were expected to be achieved by the faculty, and whether they were achieved by students. Several methods were used for the assessment – open questions with tracking the keywords that the respondents use, as well as “EntreComp” framework which looks into how students assess their abilities to be curious and open, think sustainably, behave ethically, and cope with uncertainty and ambiguity.
Results of the survey showed that student participants have identified teamwork, communication and presentation skills as those most associated with PBL methodology. Among the self-assessed improvement in abilities, students have indicated their increased abilities to assess the needs of different stakeholders, combining different contexts, setting up strategies.
help_outline