Student Experiences with Problem-Based Learning: Findings from an Electrical Engineering Course

The engineering field is changing rapidly. Engineers need to have multiple knowledge, skills, and abilities (KSAs) to stay current and relevant. Problem-based learning (PBL) can prepare engineering students to develop KSAs. The extant PBL research at the course level primarily examines the effects of PBL on learning outcomes measured by instructor-developed performance metrics and student self-reports. Thereby little is known about student perceptions of PBL learning experiences and processes. This study aims to bridge this gap. We conduct a case study on student learning experiences with PBL in an electrical engineering course. The quantitative and qualitative analyses of questionnaire data show that students had an overall good experience with PBL and reported positive effects of PBL on independent and interdependent learning. The student-centered approach helps develop a shared understanding between students and the instructor and contributes to the empirical knowledge of the learning experiences and processes of PBL. The study, therefore, provides engineering educators with deeper insights into PBL and practical guidelines in designing and implementing PBL in their courses.