Journal of Engineering Education Transformations

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Comparative Study of Problem Based Learning and Traditional Lecture Delivery-A Case Study


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1 ETC Department, RIT, Sakharale (MS), India
     

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In order to contrast the pedagogies and results, the class of final year, divided into two strings-The PBL string and the Traditional string. PBL class could not support a large size; the number was limited to 25. Traditional String was quite traditional with the students sitting in the classroom in rows, facing the teacher. The demarcation of Lecture, Tutorial and Practical classes was quite clear. The teacher gave lecture in lecture classes, made the students practice closed ended problems in tutorial classes and made the students do experiments in the practical classes, in a typical laboratory set up. For the PBL string, there was no structured plan in terms of delivery of content. However the teacher termed Facilitator - prepared a complete set of Technical Nodes and Learning Objectives. The role of the teacher was changed from the "contentdelivery- man" to a facilitator.

Keywords

PBL-Problem Based Learning, Traditional String, Knowledge and Skill Scores, Table Descriptive, ANOVA (Analysis of Variance), Standard Deviation.
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  • A. Mantri, S. Dutt, J.P. Gupta, and M. Chitkara, “Design and Evaluation of a PBL based Course in Analog Electronics,” IEEE Transactions on Education, vol. 51, no. 4, pp. 432–438, Nov 2008.

  • Nooshabadi, S., Garside, J, “Modernization of Teaching in Embedded Systems Design—An International Collaborative Project”, IEEE Transactions on Education, Vol 49, Issue 2, May 2006 pp. 254 - 262.

  • A. Mantri, S. Dutt, J.P. Gupta, and M. Chitkara, “Designing problems for problem-based learning course in Analog Electronics: Cognitive and pedagogical issues,” Australasian Journal of Engineering Education, vol. 14, no. 2, pp. 33–42, 2008.

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  • Comparative Study of Problem Based Learning and Traditional Lecture Delivery-A Case Study

Abstract Views: 217  |  PDF Views: 0

Authors

R. T. Patil
ETC Department, RIT, Sakharale (MS), India

Abstract


In order to contrast the pedagogies and results, the class of final year, divided into two strings-The PBL string and the Traditional string. PBL class could not support a large size; the number was limited to 25. Traditional String was quite traditional with the students sitting in the classroom in rows, facing the teacher. The demarcation of Lecture, Tutorial and Practical classes was quite clear. The teacher gave lecture in lecture classes, made the students practice closed ended problems in tutorial classes and made the students do experiments in the practical classes, in a typical laboratory set up. For the PBL string, there was no structured plan in terms of delivery of content. However the teacher termed Facilitator - prepared a complete set of Technical Nodes and Learning Objectives. The role of the teacher was changed from the "contentdelivery- man" to a facilitator.

Keywords


PBL-Problem Based Learning, Traditional String, Knowledge and Skill Scores, Table Descriptive, ANOVA (Analysis of Variance), Standard Deviation.

References





DOI: https://doi.org/10.16920/jeet%2F2016%2Fv0i0%2F111641