Problem-Based Learning and Virtual Platforms Process in Education for Civil Engineers: An Experiment Carried Out by the University of Medellin, Colombia

Abstract

Materials resistance is the core course for any civil engineer. Historically this course has shown alarming loss rates of 85% per academic semester at the Universidad de Medellin, Colombia. The course is currently taught through lectures and a set of individual tests. However, an improvement plan of the evaluation and learning process is under way based on a radical change in the use of technology, teaching methodology and assessment of progress. Hence, a plan was set up to implement a constructivist approach geared to having students solve work-related problems linked to situations in their professional lives in a collaborative way by means of Learning Management System (LMS) type platforms. Throughout 2020, a new strategy was implemented in this course, which incorporated elements of virtual education and active learning elements focused on PBL (Problem-Based Learning). This article explains the implemented methodology and shows some partial results stating advantages and disadvantages. We expect to see a reduction of at least 5% of student loss and desertion. And also promote the use of these new methodologies at other universities with engineering programs. We can conclude that lectures do not promote students’ active engagement in their learning process, thus preventing them from acquiring all the skills needed to apply the covered concepts. Being committed to solving a real problem impacts not just motivation, which added to the use of technology will in turn improve student performance results.