Abstract
In recent times, new learning methodologies known as student-based methodologies have been introduced to simplify the learning process for the students and facilitate the acquisition of skills for them. Among them, problem based learning (PBL) and project-based learning (PjBL) are widely used methods in the world of education. Real case solving (RCS) is a variant of the PBL where students solve real cases through the application of the PBL methodology. RCS seems to be a relevant approach for educators, but it has an apparently limited implementation degree at the academic level. This article presents the successful implementation of four different RCS approaches in the lecturing process in five different classes in the engineering degree of University of Deusto. The initiative has been analyzed both quantitative and qualitatively; the overall performance and success rate of the students were compared with the ones acquired from conventional teaching methods. The results were found to be promising, demonstrating a significantly better performance than the traditional teaching methodologies. The successful results encouraged the university to continue working further in this direction.
Highlights
A wide variety of learning methodologies have recently been developed to enable and simplify the acquisition of skills
Real case solving (RCS) is a variant of the problem based learning (PBL) methods that supports the PBLs by incorporating actual problems presented by and followed up by the personnel of companies who are conducting them
This research describes five implementation cases of the RCS as a lecturing method and evaluates its effectiveness statistically, obtaining statistically significant results. Both the quantitative and qualitative results obtained confirmed that RCS was significantly better than the average teaching methods
Summary
A wide variety of learning methodologies have recently been developed to enable and simplify the acquisition of skills. Student centered methodologies where learning is based on tasks, games, problems, projects, challenges, case studies, etc. Stand out as having successful results for meaningful learning These methodologies aim to construct the provision of an active process of knowledge construction through keeping the students’ attention, emphasizing their independence and inquiry, and, in the last term, improving their pass rates. Some of these methodologies can be used interchangeably such as in the case of project-based learning (PjBL) and problem based learning (PBL) methods. Barrows et al defined PBL as a direct result of the learning process to understand or solve a problem [2], whereas Surif et al considered it as a first step, since through the process, the students are encouraged to find new information and organize existing knowledge [3]
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