Evaluating the impact of a PBL-course for first-year engineering students learning through PBL-projects

Abstract

The PBL-course for engineering students at Aalborg University provides support for student-groups' project-work and collaborative learning when planning and conducting scientific problem-based project with societal relevance. The results of a survey among some of the groups indicate that the limited experience with the Aalborg PBL Model clearly affects groups' perception of importance of using different PBL-tools. Development of process-competencies depends upon facilitation of reflection and experimentation.