Learning Programming with the PBL Method — Experiences on PBL Cases and Tutoring

Abstract

In the seven steps method of problem-based learning (PBL), students work in small groups and learn about the problem domain by trying to make sense of complex real-world cases. We have been using the seven steps method for several years to organize the learning in an introductory programming course. In this chapter, we outline the evolution and the arrangements of the course, and give examples of possible cases. The requirements for PBL cases are analyzed, as it is not straightforward to identify good cases in the area of programming. The analysis focuses on the concept of “open-ended, real-world problems” and its interpretation in the domain of programming. We relate the cases to different aspects of programming skills and present student feedback on the cases. We also report about experiments with tutorless PBL that were carried out to see if the method could scale up to courses with large numbers of students. The results were not encouraging. Student questionnaires reveal possible reasons. Firstly, when a tutor is not present, the students become insecure if they are progressing in a fruitful direction and thus, they become frustrated and lose motivation. Secondly, the behaviour of a group may deteriorate (i.e., become unbalanced or turn into irrelevant chatting).