Abstract
The predominant educational methods in engineering education follow traditional classroom teaching, with some elements of tutorials and lab work. Although, there has been a growing tendency in recent years to introduce elements of active learning, and in particular problem-based (PBL) and project-based learning (PjBL). The paper reports on an attempt to use PBL in a topic on kinematics analysis of planar linkages, in a 3-credit course on Mechanics of Machines, offered in Year 3 of a 5-year BEng Mechanical Engineering programme. The aim of this study was to investigate the students’ response and perception to such a learning environment. A survey was administered to investigate students’ views on the application of problem-based learning in the course.
 The survey proves that the students responded well to the new approach en-joying activity (72%), trying hard (94%) feeling positive (68%), considering time spent to be beneficial (90%) and believing in instructor having best interest of the students in mind (74%). The response was also positive to interest generation and motivation towards the topic; 82% and 78% positive responses, respectively. The students were convinced about the learning new knowledge aspect of PBL. The majority declared learning more by gathering information themselves (66%) and especially more details on the topic in comparison to the traditional lecture/tutorial approach (72%).
Highlights
Even though today’s classroom teaching adopts various techniques, the predominant methods of engineering education still follow traditional classroom teaching; the focus being mainly delivering to students the prescribed material
The answer to that challenge is the use of active learning pedagogies, including problem-based (PBL) and project-based learning (PjBL)
Project-based learning has been used in engineering programmes to, so called, final year project [2, 3], or in the American educational system, capstone design project [4, 5]
Summary
Even though today’s classroom teaching adopts various techniques, the predominant methods of engineering education still follow traditional classroom teaching; the focus being mainly delivering to students the prescribed material. In such environment, even with full consideration for learning, the students are not the main centre of attention in the process. Project-based learning has been used in engineering programmes to, so called, final year project [2, 3], or in the American educational system, capstone design project [4, 5]. Problem-based learning concept has been the strategy for teaching design in many engineering programmes [6]. The application of PBL in engineering education has developed a lot is still not overwhelming [7]
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