Differential effects of variations in problem-based and lecturing sequences

J.M. Podges*, P.A.M. Kommers

*Corresponding author for this work

    Research output: Contribution to journalArticleAcademicpeer-review

    1 Citation (Scopus)

    Abstract

    This study describes how problem-based learning (PBL) can best be used as a supplementary to the lecturing mode. The lecturing mode followed/supplemented by PBL is compared with PBL followed/supplemented by the lecturing mode. The PBL problem was project-based and integrates various concepts to match a real-life situation. The attitudinal effects, motivational effects and amount of reflection were much higher for those students who were in the lecturing mode followed by PBL. Students who did PBL first found it more strenuous and they became negative once supplemented in the lecturing mode. The PBL component improves the student's teamwork and communication skills whilst they also learn to apply their knowledge to solve complex engineering problems. There is a real need to address gaps between employer expectations and higher education outcomes in South Africa and it might be worth it for universities to move at least in part to PBL.

    Original languageEnglish
    Pages (from-to)219-239
    Number of pages21
    JournalInternational journal of continuing engineering education and life-long learning
    Volume26
    Issue number2
    DOIs
    Publication statusPublished - 1 Apr 2016

    Keywords

    • Apply knowledge
    • Attitude
    • Critical thinking
    • Electrical engineering
    • Electronics practical
    • Employer expectations
    • Engineering education
    • Higher education
    • Motivation
    • PBL
    • Problem-solving
    • Reflection

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