Peer Reviewed Journal via three different mandatory reviewing processes, since 2006, and, from September 2020, a fourth mandatory peer-editing has been added.
New educational methods and approaches are recently
introduced and implemented at several North American and
European universities using Problems and Projects Based
Approach (PPBA). The PPBA employs a teaching technique
based mostly on competences/skills rather than only on
knowledge. This method has been implemented and proven
by several pedagogical instructors and authors at several
educational institutions. This approach is used at different
disciplines such as medicine, biology, engineering and many
others. It has the advantage to improve the student’s skills
and the knowledge retention rate, and reflects the 21st
century industrial/company needs and demands. Before
implementing this approach to a course, a good resources
preparation and planning is needed upfront by the
responsible or instructor of the course to achieve the course
and students related objectives.
This paper presents the preparation, the generated
documentation and the implementation of a pilot project
utilizing PPBA education for a second year undergraduate
electronic course over a complete semester, and for two
different class groups (morning and evening groups). The
outcome of this project (achieved goals, observed difficulties
and lessons learned) is presented based on different tools
such as students ‘in class’ communication and feedback,
different course evaluation forms and the
professor/instructor feedback.
Resources, challenges, difficulties and recommendations are
also assessed and presented. The impact, the effect and the
results (during and at the end of the academic fall session) of
the PPBA on students and instructor are discussed,
validated, managed and communicated to help other
instructor in taking appropriate approach decisions with
respect to this new educational approach compared to the
classical one.
