Exploring the impact of Problem-based learning on student learning outcomes : Findings from the PBL South Asia project

Andrius Jurelionis, Gintare Stankeviciute, Avinash Dhital, Ellen van Andel, Julia Sundman, Laura Stasiuliene, Shakuntala Acharya, Riina Subra

Research output: Chapter in Book/Report/Conference proceedingConference article in proceedingsScientificpeer-review

1 Citation (Scopus)
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Abstract

This paper presents the results of surveys conducted among students and teachers / mentors in Nepal, Bhutan, and India, regarding the impact of implementing Problem-based learning (PBL) methodology in engineering and multidisciplinary projects. The surveys were carried out under the Erasmus+ funded project, "Strengthening Problem-based 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.
Original languageEnglish
Title of host publicationSEFI 2023 - 51st Annual Conference of the European Society for Engineering Education
Subtitle of host publicationEngineering Education for Sustainability, Proceedings
EditorsGer Reilly, Mike Murphy, Balazs Vince Nagy, Hannu-Matti Jarvinen
PublisherSociété européenne pour la formation des ingénieurs
Pages2254-2263
Number of pages10
ISBN (Electronic)978-2-87352-026-7
DOIs
Publication statusPublished - 2023
MoE publication typeA4 Conference publication
EventAnnual Conference of the European Society for Engineering Education - TU Dublin, Dublin, Ireland
Duration: 10 Sept 202314 Sept 2023
Conference number: 51
https://www.sefi2023.eu
https://www.sefi2023.eu/

Conference

ConferenceAnnual Conference of the European Society for Engineering Education
Abbreviated titleSEFI
Country/TerritoryIreland
CityDublin
Period10/09/202314/09/2023
Internet address

Keywords

  • problem-based learning
  • learning outcomes
  • design for sustainability
  • impact of problem-based learning

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