Problem-based learning : a teaching method to enhance learning experience for students in service-learning

Abstract

This paper compares and contrasts lecture-based learning (LBL) and problem-based learning (PBL) as a teaching method for international service-learning projects. We use surveys and interviews in the context of a robotics workshop in Myanmar, organized as an international service project, to uncover uncertainties and limitations associated with LBL. Our results suggest that LBL is not a suitable teaching method for service-learning settings, while PBL is more feasible and effective. We elaborate on the teaching process and implementation, and describe benefits on students’ learning outcomes.