Students’ experience of Aalborg PBL Model: A case study

In September 2010, newly structured Problem Based Learning (PBL) model was implemented at the Master Level at the Aalborg University. In this article, the students’ experience of this PBL model is documented. The experience gained from this case study is particularly useful for studies in India. This study encompasses three groups of 15 students. All were mechanical engineering students in their seventh semester during the autumn semester 2010.The primary objective of the case study is to understand the PBL model and the entire PBL process by focusing on how, what and where students learn. This case study used a mixed research method and sequential design approach. Two questionnaires were designed to collect quantitative data. In the first questionnaire, the educational background of each student was recorded. At the end of the semester, the second questionnaire recorded student responses to their learning and experience while working in a team. During the semester, qualitative methods such as periodic observation and informal discussion were used. At the end of the semester, semistructured interviews were conducted to complete the triangulation. Finally, conclusions were drawn by evaluating the data collected using each method. To obtain a perspective for the Indian case, the results of this case study are compared with the Indian context. It is concluded that a PBL model setting is conducive for learning and improved process competencies.