Abstract:

We live in a millennium characterized by extraordinary breakthroughs in technology. Within our current educational approach, we still fail to equip future engineers with skills for the 21st century. In order to enhance innovativeness we need to firmly integrate project and problem based learning approach within engineering curricula. In order to reach this aim implementation of some ill-structured problem solving learning strategies in educational context need to be further analysed.

The aim of the research presented in this article was to investigate different phases of learning experience in terms of challenges and opportunities that students faced while solving ill-structured problems in a simulated workplace environment.

To this end we designed a professional practice course in the field of telecommunication , that we titled the “PiNG model course”, for the final year engineering students in Serbia. This instructional design was implemented through the broader 4-year action research study in which six one-semester courses were conducted by the first author . Teaching methods and strategies that we have applied include problem and project based learning, workplace simulation and experiential learning. Challenges that students were facing and skills development were monitored within different points of time during two consecutive semesters.

Key findings of this study showed that the challenges faced by the students were twofold: one group of challenges (such as: learn to ask questions, connect theory and practice, independently decide on the how to collect and use the information, define the criteria for evaluating the solutions, accept that there are limitations and compromises) varies significantly over time , while the other group of challenges (such as: define the problem to be solved, understand and take into account the requirements of the client, accept the uncertainty of the final solution) were manifested more consistently throughout the course. These results suggest that the teaching methods in problem and project based designed courses should be adaptive and quick . Results points to successful and gradual acquisition of skills while answering to challenges raised within learning process.

The results provide new insights about teaching strategies that could optimally support students during the process of ill-structured problems solving.

Keywords:

Simulation based learning, engineering education, skills and challenges, project based learning, ill-structured problem solving.