In the engineering field, problem- and project-based learning, both of which are often referred to as PBL, are the dominant instructional models called for by accreditation agencies. The aim of this qualitative case study is to analyze and capture a holistic perspective of PBL course design and its implementation in two communication-intensive undergraduate engineering courses.
Details
Type Journal ArticlePub Date 11/1/2016Stock # jcst16_046_02_47Volume 046Issue 02