Problem-based Learning: Influence on Students' Learning in an Electrical Engineering Course
Background Recently, 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 o...
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| Veröffentlicht in: | Journal of engineering education (Washington, D.C.) Jg. 100; H. 2; S. 253 - 280 |
|---|---|
| Hauptverfasser: | , , , |
| Format: | Journal Article |
| Sprache: | Englisch |
| Veröffentlicht: |
Oxford, UK
Blackwell Publishing Ltd
01.04.2011
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| ISSN: | 1069-4730, 2168-9830 |
| Online-Zugang: | Volltext |
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| Abstract | Background
Recently, 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/Method
Fifty‐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.
Result
Results 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.
Conclusion
Given 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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| AbstractList | Recently, 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. 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. Fifty-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. Results 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. Given 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. Background Recently, 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/Method Fifty‐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. Result Results 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. Conclusion Given 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. |
| Author | Yadav, Aman Lundeberg, Mary A. Subedi, Dipendra Bunting, Charles F. |
| Author_xml | – sequence: 1 givenname: Aman surname: Yadav fullname: Yadav, Aman email: amanyadav@purdue.edudsubedi@air.orgmarylundeberg@gmail.comcharles.bunting@okstate.edu organization: Purdue University – sequence: 2 givenname: Dipendra surname: Subedi fullname: Subedi, Dipendra email: amanyadav@purdue.edudsubedi@air.orgmarylundeberg@gmail.comcharles.bunting@okstate.edu organization: American Institutes for Research – sequence: 3 givenname: Mary A. surname: Lundeberg fullname: Lundeberg, Mary A. email: amanyadav@purdue.edudsubedi@air.orgmarylundeberg@gmail.comcharles.bunting@okstate.edu organization: University of Wisconsin-River Falls – sequence: 4 givenname: Charles F. surname: Bunting fullname: Bunting, Charles F. email: amanyadav@purdue.edudsubedi@air.orgmarylundeberg@gmail.comcharles.bunting@okstate.edu organization: Oklahoma State University |
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| References_xml | – reference: Richardson, D. (1997). Student perceptions and learning outcomes of computer-assisted versus traditional instruction in physiology. Advances in Physiology Education, 18 (1): 55-58. – reference: Berliner, D. C. (2002). Educational research: The hardest science of all. Educational Researcher, 31 (8): 18-20. – reference: Dochy, F., Segers, M., Van den Bossche, P., & Gijbels, D. (2003). Effects of problem-based learning: A meta-analysis. Learning & Instruction, 13 (5): 533-568. – reference: Liberman, V., & Tversky, A. (1993). On the evaluation of probability judgments: Calibration, resolution, and monotonicity. Psychological Bulletin, 114 (162-173). – reference: Ehrlich, T. (1998). Reinventing John Dewey's "pedagogy as a university discipline. The Elementary School Journal, 98 (5), 489-509. – reference: Johnson, P. A. (1999). Problem-based cooperative learning in the engineering classroom. Journal of Professional Issues in Engineering Education and Practice, 125 (1): 8-11. – reference: Ross, Schultz R. A., & Kline, A. E. (1999). Using problem-based learning to teach forensic psychiatry. Academic Psychiatry, 23 (1): 37-41. – reference: Jamieson, L., & Lohmann, J. (2009). Creating a culture for scholarly and systematic innovation in engineering education: Ensuring U.S. engineering has the right people with the right talent for a global society. Washington, DC: American Society for Engineering Education. – reference: Burgess, K. L. (2004). Is your case a problem Journal of STEM Education: Innovations and Research, 1/2, 42-44. – reference: Lundeberg, M. A., Fox, P. W., Brown, A. C., & Elbedour, S. (2000). Cultural influences on confidence: Country and gender. Journal of Educational Psychology, 92 (1): 152-159. – reference: Canavan, B. (2008). A summary of the findings from an evaluation of problem-based learning carried out at three UK universities. International Journal of Electrical Engineering Education, 45 (2): 175-180. – reference: Felder, R. M., & Brent, R. (2004). The intellectual development of science and engineering students. Part 2: Teaching to promote growth. Journal of Engineering Education, 93 (4): 279-291. – reference: Prince, M. (2004). Does active learning work? A review of the research. Journal of Engineering Education, 93 (3): 223-232. – reference: Felder, R. M., & Brent, R. (1996). Navigating the bumpy road to student-centered instruction. College Teaching, 44 (2), 43. – reference: Prince, M., & Felder, R. (2006). Inductive teaching and learning methods: Definitions, comparisons, and research bases. Journal of Engineering Education, 95 (2): 123-138. – reference: Nguyen, D. Q. (1998). The essential skills and attributes of an engineer: A comparative study of academics, industry personnel and engineering students. Global Journal of Engineering Education, 2 (1): 65-74. – reference: Antepohl, W., & Herzig, S. (1999). Problem-based learning versus lecture-based learning in a course of basic pharmacology: A controlled, randomized study. Medical Education, 33 (2): 106-113. – reference: Svinicki, M. D. (2004). Learning and motivation in the postsecondary classroom. Bolton, MA: Anker Publishing Company. – reference: Ames, C., & Archer, J. (1988). Achievement goals in the classroom: Students' learning strategies and motivation processes. Journal of Educational Psychology, 80 (3): 260-267. – reference: Baden, Savin M. (2000). Problem-based learning in higher education: Untold stories. Philadelphia, PA: SRHE and Open University Press. – reference: Barrows, H. S. (1998). The essentials of problem-based learning. Journal of Dental Education, 62 (9): 630-633. – reference: National Science Board (NSB). (2008). Science and engineering indicators 2008 (Vol. 1), Arlington, VA: National Science Foundation. – reference: Eberlein, T., Kampmeier, J., Minderhout, V., Moog, R. S., Platt, T., ... White, H. B. (2008). Pedagogies of engagement in science. Biochemistry and Molecular Biology Education, 36 (4): 262-273. – reference: Felder, R. M., Felder, G. N., & Dietz, E. J. (1998). A longitudinal study of engineering student performance and retention V. Comparisons with traditionally-taught students. Journal of Engineering Education, 87 (4): 469-480. – reference: Kiley, M., Mullins, G., Peterson, R., & Rogers, T. (2000). Leap into...problem-based learning: Adelaide, Australia: University of Adelaide. – reference: Albanese, M., & Mitchell, S. (1993). Problem-based learning: A review of literature on its outcomes and implementation issues. Academic Medicine, 68 (1): 52-81. – reference: Bizjak, G. (2008). Load flow network analysis with problem-based learning approach. International Journal of Electrical Engineering Education, 45 (2): 144-151. – reference: Yadav, A., & Barry, B. E. (2009). Using case-based instruction to increase ethical understanding in engineering: What do we know? What do we need International Journal of Engineering Education, 25 (1): 138-143. – reference: Gay, L. R., Mills, G. E., & Airasian, P. (2006). Educational research: Competencies for analysis and applications (8th ed.). Upper Saddle River, NJ: Merrill Prentice Hall. – reference: de Ribeiro, Camargo L. R. (2008). Electrical engineering students evaluate problem-based learning (PBL). International Journal of Electrical Engineering Education, 45 (2): 152-161. – reference: National Academy of Engineering (NAE). (2005). Educating the engineer of 2020: Adapting engineering education to the new century. Washington, DC: The National Academies Press. – reference: Howell, D. C. (2002). Statistical methods for psychology (5th ed.). Pacific Grove, CA: Wadsworth Publishing. – reference: Yadav, A., Shaver, G. M., & Meckl, P. (2010). Lessons learned: Implementing the case teaching method in a mechanical engineering course. 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(1994). Getting at deep learning: A problem-based approach. Engineering Science and Education Journal, 3 (5): 234-240. – reference: Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Lawrence Earlbaum. – reference: Prince, M., & Felder, R. (2007). The many faces of inductive teaching and learning. Journal of College Science Teaching, 36 (5): 14-20. – reference: Lake, D. A. (2001). Student performance and perceptions of a lecture-based course compared with the same course utilizing group discussion. Physical Therapy, 81 (3): 896-902. – reference: Ary, D., Jacobs, L. C., & Sorensen, C. (2010). Introduction to research in education (8th ed.). Belmont, CA: Wardsworth. – reference: Glenberg, A. M., Wilkinson, A. C., & Epstein, W. (1982). The illusion of knowing: Failure in the self-assessment of comprehension. Memory & Cognition, 10 (6): 597-602. – reference: Springer, L., Stanne, M. E., & Donovan, S. S. (1999). 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Part 2: Teaching to promote growth publication-title: Journal of Engineering Education – year: 2009 – year: 2005 – volume: 69 start-page: 21 issue: 1 year: 1999 end-page: 51 article-title: Effects of small‐group learning on undergraduates in science, mathematics, engineering, and technology: A meta‐analysis publication-title: Review of Educational Research – volume: 36 start-page: 6 issue: 2 year: 2006 end-page: 44 article-title: The changing face of engineering education publication-title: The Bridge – volume: 33 start-page: 106 issue: 2 year: 1999 end-page: 113 article-title: Problem‐based learning versus lecture‐based learning in a course of basic pharmacology: A controlled, randomized study publication-title: Medical Education – volume: 1 year: 2008 – volume: 36 start-page: 14 issue: 5 year: 2007 end-page: 20 article-title: The many faces of inductive teaching and learning publication-title: Journal of College Science Teaching – volume: 18 start-page: 55 issue: 1 year: 1997 end-page: 58 article-title: Student perceptions and learning outcomes of computer‐assisted versus traditional instruction in physiology publication-title: Advances in Physiology Education – volume: 62 start-page: 630 issue: 9 year: 1998 end-page: 633 article-title: The essentials of problem‐based learning publication-title: Journal of Dental Education – volume: 81 start-page: 896 issue: 3 year: 2001 end-page: 902 article-title: Student performance and perceptions of a lecture‐based course compared with the same course utilizing group discussion publication-title: Physical Therapy – volume: 41 start-page: 145 issue: 2 year: 2004 end-page: 155 article-title: Effects of a problem‐based learning program on engineering students' academic achievements in a Mexican university publication-title: Innovations in Education and Teaching International – year: 1998 – volume: 25 start-page: 138 issue: 1 year: 2009 end-page: 143 article-title: Using case‐based instruction to increase ethical understanding in engineering: What do we know? 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Part I publication-title: Journal of College Science Teaching – volume: 87 start-page: 469 issue: 4 year: 1998 end-page: 480 article-title: A longitudinal study of engineering student performance and retention V. Comparisons with traditionally‐taught students publication-title: Journal of Engineering Education – volume: 16 start-page: 235 issue: 3 year: 2004 end-page: 266 article-title: Problem‐based learning: What and how do students learn publication-title: Educational Psychology Review – volume: 45 start-page: 144 issue: 2 year: 2008 end-page: 151 article-title: Load flow network analysis with problem‐based learning approach publication-title: International Journal of Electrical Engineering Education – year: 2007 – volume: 13 start-page: 533 issue: 5 year: 2003 end-page: 568 article-title: Effects of problem‐based learning: A meta‐analysis publication-title: Learning & Instruction – year: 1996 – year: 2000 – start-page: 2 year: 2003 end-page: 16 – volume: 99 start-page: 55 issue: 1 year: 2010 end-page: 69 article-title: Lessons learned: Implementing the case teaching method in a mechanical engineering course publication-title: Journal of Engineering Education – volume: 3 start-page: 234 issue: 5 year: 1994 end-page: 240 article-title: Getting at deep learning: A problem‐based approach publication-title: Engineering Science and Education Journal – volume: 36 start-page: 262 issue: 4 year: 2008 end-page: 273 article-title: Pedagogies of engagement in science publication-title: Biochemistry and Molecular Biology Education – volume: 75 start-page: 27 issue: 1 year: 2005 end-page: 61 article-title: Effects of problem‐based learning: A meta‐analysis from the angle of assessment publication-title: Review of Educational Research – year: 2010 – volume: 45 start-page: 175 issue: 2 year: 2008 end-page: 180 article-title: A summary of the findings from an evaluation of problem‐based learning carried out at three UK universities publication-title: International Journal of Electrical Engineering Education – year: 1984 – volume: 3 start-page: 44 issue: 1 year: 2009 end-page: 58 article-title: When is PBL more effective? 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| Title | Problem-based Learning: Influence on Students' Learning in an Electrical Engineering Course |
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