Engineering students’ perceptions of problem and project-based learning (PBL): comparing online and traditional face-to-face environments

This paper investigates and compares students’ perceptions of a problem and project-based learning (PBL) module delivered through face-to-face and online environments in sequential years. The study employs a multi-method design, using multiple scales and semi-structured interviews. Data were collected after the completion of the same PBL project in a face-to-face (n = 89) and online (n = 94) environment. The qualitative findings uncover four themes and seven sub-themes affecting engineering students’ perceptions of PBL in a traditional face-to-face environment. Comparing these themes to those from the earlier study on the online environment reveals several unique themes specific to the online setting. The quantitative findings show that students’ overall level of teamwork satisfaction and collaborative attitude show no significant variation across environments. To conclude, the authors outlined three contributions. The first contribution centres on identifying predictive factors affecting students’ perceptions of face-to-face and online PBL environments. The second contribution centres on examining the difference in student teamwork satisfaction and collaborative attitude within the two different environments. The final contribution centres on the unique comparison of engineering PBL presented within this study. The findings underscore the necessity for educators to consider modality-specific factors when designing and implementing PBL in engineering education.