Challenges and benefits in implementing problem-based learning in an elective MSc course Application of Geosynthetics in Civil Engineering

Abstract

An elective module on geosynthetics was designed and made available to Civil Engineering students (within a 5 years’ integrated masters). This paper describes the problem-based learning (PBL) model implemented. Two different types of problems were used: summative, marked for assessment purposes; and formative, in-class problems used to drive the learning on topics not directly covered on the summative problems, thus creating PBL environments for all the course. A questionnaire was used to assess the impact on the students of the PBL model implemented. The students’ perceptions of the model are summarised. The advantages and disadvantages of implementing a PBL model, from the teachers’ perspective, are described and some suggestions for teachers willing to use PBL models are included, to contribute to successful experiences for both students and teachers. Although using PBL will increase the workload of the teacher, if successfully implemented, the students’ enthusiasm is quite rewarding. For a successful PBL course close to graduation, previous experiences of PBL or other inductive teaching models are ideal, for both students and teachers. One of the key messages to teachers is to start small and develop the PBL model gradually, making sure that students appreciate the teachers’ effort and understand how the students will benefit from those models, both short-and long-term.