Implementation of Problem-Based Learning in Structural Engineering: A Case Study

This paper provides an in-depth exploration of the implementation of Problem-based learning (PBL) in a first-year structures course with 324 students and eight faculty members, focusing on the factors that may increase or hinder its effectiveness. The research follows a qualitative approach by examining a case study to gain insight into the participants experience. Data were collected from students and faculty through open-ended surveys and focus groups, and analyzed with qualitative data analysis techniques. The outcomes from the evaluation study indicate that the main strengths of the course were teamwork, self-directed learning, continual assessment, practical approach and faculty involvement, while the main weaknesses were the disorientation experienced by the students at the start of the problems and the uneven participation of group members in the group tasks. From our experience, we can conclude that PBL adapts well to a practical approach towards learning structures. The main shortcomings identified have been associated with poor implementation of certain key PBL principles. Improvement actions should be aimed at (a) reinforcing the tutor's role and (b) paying greater attention to the learning process.