Though theoretical knowledge is essential, there is a growing belief that while teaching applied sciences, particularly engineering, a great emphasis should be put on the development of students practical skills. Therefore, some courses and curriculums need to be revised to improve the current state of education in this sphere. Many experts claim that, for that purpose, practice-based learning (PBL) should be increasingly introduced.
This approach has been widely used in many universities with promising results. It has a long history: in 1918, William Kilpatrick examined the idea of practice-based learning in his paper “The Project Method” (as cited in Teck, 2009, p. 1). PBL implies a learning style that involves applying theoretical knowledge and acquiring experience while working on specific projects. During such courses, students are often expected to collaborate in small groups. The main idea behind problem-based teaching is that students, working independently on suggested projects, learn to implement the theory in practice and gain the necessary skills along the way.
Employing PBL can be particularly beneficial to engineering students for several reasons. This specialization more than others requires practical experience, and it can be helpful if much of it is gained during education. In addition to equipping students with the necessary practical skills, PBL can make remembering and processing information, acquired through lectures, easier. It has been noted that these days engineers are more than ever expected to collaborate (Song & Dow, 2016). Therefore, working on some projects in conjunction with peers can be beneficial for the future careers of engineering graduates. Moreover, such type of learning can boost students motivation and interest in the studied material by increasing their involvement.
There are some studies dedicated to the implementation of PBL in engineering education. For instance, project-based methods can be applied in Electronic and Computer Engineering studies, particularly to Integrated Circuit Layout courses (Teck, 2009). For this type of work, students can be divided into small groups of four to five people (Teck, 2009). Teck (2009) suggests a detailed six-week plan which involves the following stages: “project clarification, investigation, processing of data, realization, and evaluation” (p. 5). Hosseinzadeh and Hesamzadeh (2012) examine the benefits of applying PBL to teaching electrical power systems engineering. Using the example of a course in power system modeling, as an illustration, they conclude that PBL can enhance students professional skills (Hosseinzadeh & Hesamzadeh, 2012). Though PBL practices have been widely used in higher-level courses, some research suggests that they can also be successfully introduced in lower-level classes (Song & Dow, 2016). Hence, studying through completing some projects can be carried out in various spheres of engineering at different levels of education.
There might be some alterations in how the work in PBL courses is organized. This approach may involve an unstructured project that usually implies only some general guidelines or a structured one that includes some predetermined limitations (Teck, 2009). The former allows students to be more creative, while the latter enhances their resourcefulness and flexibility. As Teck (2009) describes, “the process used in project-based learning typically consists of the following activities: (a) project definition (b) investigation (c) processing of data (d) realization, and (e) evaluation” (p. 2). Projects can be assessed when they are completed (summative method) or at different stages of their progress (formative assessment). The latter approach can help to monitor students work, motivating them to start early (Teck, 2009). Giving timely feedback, in turn, can improve the outcome.
There are different approaches to the implementation of PBL methods. Examining its application in electrical engineering education, one recent study claims that the variety of projects assigned during different courses can be overwhelming; therefore, they suggest resorting to multi-course practice-based learning (MPL) (Khandakar et al., 2020). The study, conducted at Qatar University, shows that in addition to equipping students with the necessary skills, MPL can raise their sustainable development awareness, which is increasingly required in engineering graduates (Khandakar et al., 2020). Some researchers suggest that the project-based approach is the most beneficial when combined with the traditional ways of teaching (Hosseinzadeh & Hesamzadeh, 2012). Hence, educators who want to implement the project-based approach should maintain the practice of giving theoretical material through lectures; they may also consider the benefits of creating a multi-course project.
Nonetheless, some challenges that may arise when resorting to PBL should also be mentioned. The major issue is that it demands a lot of time and effort from students and their teachers (Teck, 2009). However, the educational value of this approach can outweigh the work it demands. There is also a problem in the resources required, but, as Hosseinzadeh and Hesamzadeh (2012) point out, the majority of them are demanded only “during the development phase of a course” (p. 499). The authors also mention that some modifications might be necessary for classes with students from distinct backgrounds. While there is room for subjectivity in the process of evaluation, Teck (2009) states that “properly designed assessment rubrics” can solve this problem (p. 2). Therefore, some of the issues of the project-based approach can be balanced by its benefits, others – eliminated through careful planning.
Thus, recent studies show that PBL can be successfully used in teaching different aspects of engineering. It can increase students motivation, equip them with the necessary professional skills, improve their understanding of theoretical knowledge, and enhance their collaboration abilities. Though some challenges can be noted concerning implementing PBL, there is a growing body of research that indicates some ways to overcome these difficulties.
References
Hosseinzadeh, N., & Hesamzadeh, M. R. (2012). Application of project-based learning (PBL) to the teaching of electrical power systems engineering. IEEE Transactions on Education, 55(4), 495-501.
Khandakar, A., Chowdhury, M. E. H., Gonzales Jr, A., Pedro, S., Touati, F., Emadi, N. A., & Ayari, M. A. (2020). Case study to analyze the impact of multi-course project-based learning approach on education for sustainable development. Sustainability, 12(2), 480.
Song, J., & Dow, D. E. (2016). Project-based learning for electrical engineering lower-level courses. In Proceedings of the 123rd ASEE Annual Conference and Exposition, New Orleans. American Society for Engineering Education.
Teck, L. L. K. (2009). Provide holistic development through project-based learning in engineering modules. In Proceedings of the 5th International CDIO Conference, Singapore Polytechnic, Singapore. CDIO.