Evaluation of different Project Based Learning designs in an MSc degree

Carmen García Berdonés, Luis Molina-Tanco, Juan Pedro Peña-Martín, Francisco García-Lagos, Gonzalo Joya-Caparrós, Arcadio Reyes-Lecuona, Francisco David Trujillo-Aguilera


The design and implementation of different Project Based Learning (PBL) approaches are presented in this paper. All of them were carried out in the framework of the MSc degree in Electronic Systems for Smart Environments from the University of Malaga. Four subjects were developed using different values of the three main parameters of PBL: teamwork, self-guided learning and project complexity. During two academic years, several indicators were used to evaluate these experiences: compliance with subject time schedules, scores obtained for the students, interaction of each student in his team and satisfaction of students with the experiences. Our results encourage the use of PBL in bachelor degrees but, at the same time, confirm that PBL implementation is not a trivial task when projects are complex or when a high level of autonomous learning is required from students. Teamwork difficulties have also been found. So, we discuss the need of reaching a minimum level of proficiency in some key competencies before using PBL.


Project based learning; Teamwork; Self-guided learning; MSc degree

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Universitat Politècnica de València

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