An analysis of the implementation of problem-based learning at the Department of Energy Technology – Aalborg University

Bachelor and Master degrees at Aalborg University (AAU) use problem-based learning (PBL) as teaching philosophy, where students learn by solving real authentic problems from day 1 until graduation. Besides developing the needed knowledge, skills and competencies, it is also claimed that PBL increases students’ motivation and improves their performance resulting in better grades when comparing with traditional teaching methods. Engineering curriculums at AAU are organised in projects (i.e. problem-based) and courses (i.e. lecture-based). However, there are no systematic studies evaluating how well students do in projects and courses, and their perceptions on the respective assessments.
This paper evaluates the AAU PBL model, based on a statistical analysis of the grades obtained by students from the department of Energy Technology, together with answers given by these students in an online survey. The grades of courses and projects are compared, as well as the failure rate of both, using data from the last six years. The fairness of the project’s assessment as perceived by students is assessed, together with their opinions on the efficiency of PBL in the teaching of technical concepts. A possible area for curriculum improvement, consisting in changing the project content at the first years of bachelor, is also evaluated.
The results show that the projects have consistently higher grades than courses and a lower failure rate. The students agree that PBL improves the learning of technical concepts and they think that the assessment of projects could be fairer. Changes in the curriculum divide opinions