Problem-Based Learning (PBL) is a successful and innovative teaching and learning method, which puts the spotlight on learning rather than the transmission of information. The use of PBL for the delivery of engineering programs not only allows students to put theory into practice but also enables them to comprehend real life workplace situations. PBL mode of education is beneficial to the engineering discipline as it makes it possible for tertiary institutions to produce graduate engineers who are technically sound as well as having well-developed generic competencies required for the professional practice. This paper highlights how the PBL teaching paradigm is being used at the School of Electrical Engineering, Victoria University to teach the first year of an electrical & electronic engineering course. The key focus is on the discussion of the main features of the implemented PBL model, and it puts particular emphasis on aspects such as the educational model, supervision, and assessment. Discussions are linked to the personal perspectives of the authors on the matters of good teaching and learning practice as well as the experiences gained and lessons learnt from teaching in the PBL mode for two years.
Research on PBL practice in engineering education / Xiangyun Du, Erik de Graaff and Anette Kolmos (eds.),
Chapter 16, pp. 199-213