mixing pbl and conventional teaching methods in a analog electronics course

Mixing PBL and

Conventional Teaching Methods in a

Analog Electronics Course

Traditional Learning:• Students do not absorb knowledge and an

understanding

• Fruitless to “cover” material when students do not understand the material.

• No key skill development

– Creativity

– critical thinking

– Communication

– interpersonal skills

– deep learning (via interaction and discussion)

Problem Based Learning (PBL)

• Based on Constructivism

– Learning involves active participation

– Interpretation and the integration of information

– Applying it

Problem Based Learning (PBL)

• Group-based

• Learning is problem or project driven

• Develops key skills

• More effective in facilitating meaningful learning

• Fostering critical thinking skills and self-directed learning

Problem Based Learning (PBL) • Shift from teacher-centered to student-

centered systems

• Development of interpersonal and professional capabilities

– Working in groups

– Leadership

– Making presentations

– Writing technical reports

– Tackling a problem

Problem Based Learning (PBL)

• Development of student should be made explicit in the learning experience

• Students “learn by doing”

• Dialectic relationship between academic theory and professional practice (Any formal system of reasoning that arrives at the truth by the exchange of logical arguments)

Problem Based Learning (PBL) • Learning is facilitated through:

– Guidance

– Experience

– Discussion

– Making mistakes

– Exploration

– Reflection and in context

– Group members must - operate effectively for the group learning process to be positive and productive

PBL - Procedure • Lecturer/Lab Tech became facilitator

• The Problem

– Should be vague

– Open ended– Should emerge logically from the

instructional content– Ambiguous and complex in nature– Students should search for relevant

information and skills that have not been previously covered

PBL - Procedure

• Students 1st Small Group Meeting– Meet and discuss the problem– Use existing knowledge and experience– Presume - personally asked to solve

problem/s. – Come up with a small number of

hypotheses that are likely to explain and solve the problem/s

– Negotiates an area of exploration for each member

PBL - Procedure

• Individual work - Group separate – Independently carry out the research on

how to solve the problem• How to Design?• How to Develop?• How to test?

PBL - Procedure

• 2nd Small group meeting– Draw conclusions as to the nature of the

problem/s – Discuss the best fit solutions (given the

information known).

PBL - Procedure

• Group execute the solutions– Demonstrate (the operation)– Makes a professional presentation/Report

• Solution• Consequences

Mixed Traditional & PBL

1. Instruments - TRD2. Semiconductor theory - TRD3. Diode theory - TRD4. Diode characteristics - TRD 5. Diode applications - PBL6. BJT theory - TRD7. BJT characteristics - TRD8. BJT applications - PBL

PBL – Electronics 1

• PBL activity - like mini-projects

• Not a larger project for the whole course

• Based on solving real-life problems

• PBL in laboratory is usually more complex than discrete laboratory sessions.

• It continues over several laboratory meetings

PBL – Electronics 1 • Experiment 2 – Power supply

– Transformers (covered in theory)– Rectifiers (Bridge not covered, but

others)– Regulator (Zener individually covered)– Filters (not covered)

• Experiment 3 – Transistor Biasing– 3 x Biasing circuits (No theory covered)

PBL – Electronics 1 • Students were randomly divided in TRD and

PBL groups and then in pairs• (not so easy) Problem vague but include

important specifications • Lecturer became facilitator and guide students

in the right direction when required• Student pairs 1st meeting• Research – Library, Internet, Text Books,

Software• Students 2nd meeting (next class – 2 days later)

PBL – Electronics 1

• Student pairs start to find a common solution and work on the solution

• Facilitator guided them when required and show them new concepts

• Build and test prototype

• Back to drawing board if unsuccessful

• Demonstrate once it works

• Presentation and Report

Time frame

Theory to whole class

Test 106 Apr

Divide class randomly in C-Group and T-Group and also in pairs

All students did Exp 1 in the traditional way within pairs (completed 18 Apr)

Same theory to whole class up to 18 Apr

Exp 2 Pre-test 18 April

Theory to C Group onlyCovering bridge rectifiers

and filtersUp to 4 May

Exp 2 in traditional way4 May – 30 May

Exp 2 in the PBL wayUsing Lab instruments

18 Apr - 30 May

(never covered the theory of bridge rectifiers,

regulators and filters officially)Common Theory to whole class

(related to work for prior to Exp 3) onwards)

21-28 May

Exp 2 Post-testReflection, Motivation and Attitude Survey’s for Exp 2

30 May

Test 1B16 May

TRD

TRDPBL

Time frame

Exp 3 Pre-test30 May

Exp 3 in the PBL wayUsing Lab instruments

30 May - 07 June

Exp 3 in the PBL wayUsing REMOTE LAB 30 May - 07 June

Exp 3 Post-testReflection, Motivation and Attitude

Survey’s for Exp 38 June

Test 206 June

Revision11 June

Exam 13 June

PBL PBL

PBL – Electronics 1

Blackboard (WiseUp) were mostly used for:– Pre and post-tests– Attitude, motivational and reflection

surveys– Semester tests– Self-tests on theory modules

ITEMS - PBL STRONGER

Survey Item

Motivation, Attitude, Reflection

PBL TRD

Agree (%)

Strongly Agree (%)

Agree (%)

Strongly Agree

(%)

Look at different ways to solve problems.

28 61 68 27

They had to forward their opinions and ideas much stronger.

44 44 59 27

They felt much stronger about working in small groups.

33 22 0 9

They are more determined not to give up.

11 78 23 64

They were more interested in the experiment.

22 61 50 23

The PBL method was more difficult to do than expected.

38 19 17 22

Survey Item

PBL TRD

Agree (%)

Strongly Agree (%)

Agree (%)

Strongly Agree (%)

They felt that they had accomplished more.

63 19 39 28

They felt more confident that they could learn the content and that it is relevant to them.

56 25 39 28

They also enjoyed it more and felt stronger that it is “worth knowing”.

38 38 28 22

They relate the content better to real life situations.

44 19 28 17

ITEMS - PBL STRONGER

ITEMS - PBL STRONGER

Open ended questionsPBL%

TRD%

They enjoy “building the circuit practically” 44 22

They enjoyed the research involved 17 0

They rate the simulations higher 22 10

They felt that they have learned on “how to build a power supply”

29 0

They felt that they need to gain more knowledge 44 31

They felt that what they have learned was of practical value, satisfies their curiosity and encourages them to think

44 24

ITEMS - TRD STRONGER

Open ended questions TRD (%)

PBL (%)

They enjoyed comparing the calculated, simulated and measured values.

10 0

They enjoyed simulations more. 33 11

They felt that they have learned to “build a circuit practically”.(assembly of components)

21 0

Exp 3 - TRD switched to PBL - STRONGER

Itemexperiment 2

(TRD)

experiment 3

(PBL)

Learned to do difficult work

81%

Agree and strongly agree

94%

Agree and strongly agree

Learned things that were surprising or unexpected.

66%

Agree and strongly agree

84%

Agree and strongly agree

Good feeling to successfully complete a lesson and what

they have done.

33%

strongly agree

58%

strongly agree

Importance of simulations. 10% 19%

Exp 3 - TRD switched to PBL - STRONGER Item

experiment 2

(TRD)

experiment 3

(PBL)

Appreciate help from facilitator 0% 9%

Respect others opinion 0% 9%

Enjoy calculations 5% 19%

Enjoy research and design 0% 11%

Learned a lot on the functioning and design of transistor circuits.

N/A 25%

Better to work in pairs/groups 0% 8%

Less boring. 44%

strongly agreed

63%

strongly agreed

MOTIVATION RELATED TO EXPERIMENT 2

Motivation Survey - CorrelationResults

PBL( r )

Results TRD( r )

Content of this material is related to things I already know 0.37 -.16

Enjoyed lesson - would like to know more about this topic 0.6 -0.12

The content to this material is relevant to my interest 0.46 -0.6

Explanations or examples of how people use the knowledge 0.43 -0.34

The content and style of writing in this lesson convey the impression that its content is worth knowing

0.4 -0.34

I learn some things that were surprising or unexpected 0.2 -0.4

Relate content to things seen, done, or thought about 0.37 -0.31

I felt good to successfully complete this lesson 0.56 -.09

It was a pleasure to work on such a well-designed lesson 0.44 -0.3

Overall (all questions) 0.46 -0.17

(Significant r if p < 0.05 and |r| > 0.3)

EXAM RESULTS

• DP - TRD 56% PBL 55%

• EXAM - TRD 52% PBL 50%

• Exams test knowledge and not the “application of knowledge”

Exam Q3 – Experiment 2

PBL TRD

Exam Q3.3 – Exp 2 – Power Sup

PBL TRD

Exam Q3.4 – Exp 2 – Zener Diode

PBL TRD

PBL – Electronics 1 Conclusion

• Traditionally students pass - based on exams - may lack skills of applying knowledge

• 1st Year students – Mixed learning• PBL students

– More motivated and better attitude– Need more time?– Not head knowledge but problem solvers (deep learning)– More usable to industry?Strong in:

– Creativity

– critical thinking

– Communication

– interpersonal skills

Thank You

Any Questions?