Multidisciplinary Education for New Landscape Engineering Concepts using Problem-Based Collaborative Learning. A Case Study in Spain

Abstract

Problem-based learning (PBL) is widely regarded as a successful educational method. In Spain, most engineering degrees are still based mainly on old style lecture classes where a great deal of information is given to the students. This work assesses the introduction of a PBL strategy as a complement to traditional engineering education. The instructors’ and students’ attitudes towards its implementation are studied. A new approach has been proposed for the PBL strategy: instead of a single problem, a chain of problems was developed that could be solved in a collaborative environment. Results from the experience showed a high level of student acceptance. Response to the PBL initiative was found to be positive both for instructors and students, though lack of time, difficulties in evaluations and an increase in students’ and teachers’ workloads were the main disadvantages. Compared with traditional engineering curricula, the mixed traditional–PBL model appears to inspire a higher degree of involvement in study activities where on-line learning tools played an important role.