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Comparative evaluation of PBL and traditional lecturebased teaching in undergraduate engineering courses : evidence from controlled learning environment

Nepal, Kali Prasad 2013, Comparative evaluation of PBL and traditional lecturebased teaching in undergraduate engineering courses : evidence from controlled learning environment, International journal of engineering education, vol. 29, no. 1, pp. 17-22.

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Title Comparative evaluation of PBL and traditional lecturebased teaching in undergraduate engineering courses : evidence from controlled learning environment
Author(s) Nepal, Kali Prasad
Journal name International journal of engineering education
Volume number 29
Issue number 1
Start page 17
End page 22
Total pages 6
Publisher 2013, International journal of engineering education
Place of publication Great Britain
Publication date 2013
ISSN 0949-149X
Keyword(s) course performance
PBL
student evaluation
traditional teaching
Summary Project and problem-based learning (PBL) has been widely recognised as an active, collaborative, cumulative and integrative learning approach that engages learners, motivates team creativity and centres on practical education. On the other hand, traditional lecture-tutorial teaching is often criticised for being a passive, surface learning and exam-focused approach. In spite of these evidence-based observations and claims over the years, the traditional lecture-tutorial teaching approach still dominates as the preferred teaching approach at Australian universities. This study sets up a control environment to compare these two teaching and learning approaches by analysing data from students' actual performance, course evaluation and expectation in two large undergraduate engineering courses in 2009 and 2010. The evidence reported in this study is broadly interesting in that both courses were taught by the same teaching staff using two entirely different learning and teaching approaches to the same cohort of students in the same semester within the same degree program. The analysis shows that there are significant differences between the students' actual performance, course evaluation and their expectation. Such conflicting differences may be some of the reasons that may negatively impact teaching staff deterring them from switching to PBL from traditional lecture-tutorial teaching.
Language eng
Field of Research 089999 Information and Computing Sciences not elsewhere classified
Socio Economic Objective 970108 Expanding Knowledge in the Information and Computing Sciences
HERDC Research category C1 Refereed article in a scholarly journal
Copyright notice ©2013, International journal of engineering education
Free to Read? Yes
Persistent URL http://hdl.handle.net/10536/DRO/DU:30055318

Document type: Journal Article
Collections: School of Engineering
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Created: Tue, 27 Aug 2013, 11:58:38 EST

Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.