Asee peer logo

Assessment Of Problem Based Learning

Download Paper |

Collection

2010 Annual Conference & Exposition

Location

Louisville, Kentucky

Publication Date

June 20, 2010

Start Date

June 20, 2010

End Date

June 23, 2010

ISSN

2153-5965

Conference Session

Assessment and Evaluation in Design

Tagged Division

Design in Engineering Education

Page Count

12

Page Numbers

15.216.1 - 15.216.12

Permanent URL

https://peer.asee.org/15638

Download Count

33

Request a correction

Paper Authors

author page

Mysore Narayanan Miami University

Download Paper |

Abstract
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Assessment of Problem-Based Learning

Abstract

Utilizing real-world problems as a stimulus for student learning is not at all new and has been in practice for a very long time. Problem-based learning has been defined as minds-on, hands-on, focused, experiential learning (Wilkerson & Gijselaers, 1996). A problem-based curriculum is significantly different from the traditional discipline centered curriculum (Woods, 1994). Instructors are considered to serve as problem solving colleagues assigned with the responsibility of promoting interest and enthusiasm for learning. Instructors are also encouraged to act as cognitive coaches who can nurture an environment that can support open inquiry (Barrows, 2000). It is important that the aims and objectives of problem-based learning be reflected in every aspect of the learning environment created. Problem-based curriculum should document accomplishments at the upper levels of Bloom's Taxonomy Triangle (Boud & Feletti, 1991). Scholars in the area of cognitive science and educational psychology have identified four features that clearly separate a problem-based curriculum from a traditional, topic-based curriculum (Nickerson, et. al. 1985). In this presentation, the author describes how he has utilized and assessed the five features in his Senior Design Capstone Course. He also presents analyses of the feedback data he obtained and suggests guidelines for further improvement.

Introduction

One has to appreciate the fact that students need motivation to become lifelong learners. Thereore it is the responsibility of the instructors in higher education to develop, generate, create and establish an environment in which students not only obtain necessary background knowledge, but also become enthusiastic in becoming lifelong learners (Deemer, 2003). Educational psychologists have argued that one may want to focus on solving certain specific problems in a particular type of classroom so that teaching is less emphasized compared to a productive learning environment (Aspy, 1970). Scholarly teaching not only helps instructors experiment their innovative ideas, but also helps the students to focus more on the process of learning through a discovery approach (Broadley, Broadley, Slater, & Suddaby, 2000).

Researchers have also concluded that students are indeed focused on learning the subject matter than on just obtaining impressive grades (Pollio and Beck, 2000). Regardless, students also admit that grades are extremely important for them, keeping in perspective, their future career goals. This may appear like conflicting interests, however one should appreciate the fact that the goals and objectives of students as well as the instructors still remain the same, namely the importance of emphasizing learning in the classroom environment. Students should have a desire to accomplish a better performance on the learning modules that promote deeper processing techniques and challenges (Graham & Golen, 1991). Researchers have also concluded that effort and capability are closely related and there are plenty of recorded studies that correlate strong motivation to cognitive engagement creative learning (Pintrich, 2000, Ames and Archer, 1988).

ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2010 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015