Abstract:

Since the Bologna declaration in1999 new methodological approaches has been introduced in the higher education. In Spain, where the high dropout rate is an inner characteristic of engineering education, innovative learning methodologies such as Problem-based learning (PBL) may help reducing this rate.
A real life problem or project is the starting point of the methodology and students, working in a collaborative environment, apply theory to practice following “learning by doing” concept.
The authors introduce the implementation of PBL in the Computer-Aided Design subject carried out the last three years. Learning strategies, elaborated schedule and assessment method are presented. Projects are developed by students working in groups and a set of indicators assures the individual and group performance in the learning process.
The paper includes a qualitative study between traditional teaching and PBL for this subject. Samples of students from both methodologies are subjected to two tests. The results highlight the existing differences in the two learning approaches.
To conclude, e-learning tools (Moodle platform) used to develop the projects and to monitor the learning process of the student are mentioned and the results obtained are analyzed.

Keywords:

PBL, workgroup, qualitative study.