TY - GEN

T1 - Influence of Problem-Based Learning on Student Performance

AU - Haack, Matthias

AU - Jambor, Thomas

N1 - Funding information: ACKNOWLEDGEMENT The project is supported by the Faculty of Electrical Engineering and Computer Science. Special thanks go to professor Bernardo Wagner. The concept has been tested and evaluated in his course.

PY - 2020

Y1 - 2020

N2 - The high dropout rate among students in engineering fields at German universities is about one third. One of the most common reasons are performance issues of the students. In this paper, a student-centered activating didactic concept will be presented with its aim to reduce the factors that can lead to dropping out of the course. This concept enables problem-based learning with large cohorts in a classical lecture hall. The learning situation focuses on a real end product according to action-oriented learning. A self-developed learning system allows the concept's realization and especially ensures the access to the end product in the form of a remote laboratory. The concept is underlying the flipped classroom approach. The students gather information about the task and develop a solution at home. At the university, the students implement their solution of the task in a collaborative learning environment. Finally, an exemplary student solution will be checked by voluntary presentation using the mobile remote laboratory. The concept has been tested for the first time in 2019, studying its impact on student performance. For this purpose, the experimental group's exam results of 2019 were compared to the results of 2018 and 2017. It has been shown that the students of the experimental group can solve problem-based exam questions significantly better than the traditionally taught students.

AB - The high dropout rate among students in engineering fields at German universities is about one third. One of the most common reasons are performance issues of the students. In this paper, a student-centered activating didactic concept will be presented with its aim to reduce the factors that can lead to dropping out of the course. This concept enables problem-based learning with large cohorts in a classical lecture hall. The learning situation focuses on a real end product according to action-oriented learning. A self-developed learning system allows the concept's realization and especially ensures the access to the end product in the form of a remote laboratory. The concept is underlying the flipped classroom approach. The students gather information about the task and develop a solution at home. At the university, the students implement their solution of the task in a collaborative learning environment. Finally, an exemplary student solution will be checked by voluntary presentation using the mobile remote laboratory. The concept has been tested for the first time in 2019, studying its impact on student performance. For this purpose, the experimental group's exam results of 2019 were compared to the results of 2018 and 2017. It has been shown that the students of the experimental group can solve problem-based exam questions significantly better than the traditionally taught students.

KW - Action-oriented learning

KW - Problem-based learning

KW - Remote laboratory

KW - Student performance

KW - Student-centered learning environments

UR - http://www.scopus.com/inward/record.url?scp=85087901235&partnerID=8YFLogxK

U2 - 10.1109/educon45650.2020.9125113

DO - 10.1109/educon45650.2020.9125113

M3 - Conference contribution

SN - 978-1-7281-0931-2

T3 - IEEE Global Engineering Education Conference, EDUCON

SP - 295

EP - 299

BT - Proceedings of the 2020 IEEE Global Engineering Education Conference, EDUCON 2020

A2 - Cardoso, Alberto

A2 - Alves, Gustavo R.

A2 - Restivo, Teresa

ER -