Being a PBL teacher in computer engineering: An interpretative phenomenological analysis

Problem-based learning (PBL) is a well-known active learning approach, and it is becoming increasingly popular in computing. The Computer Engineering undergraduate program at UEFS adopts PBL since 2003. Previous studies thoroughly describe PBL course design and practices, but there is a lack of reports about the teaching experience, i.e., how faculty live the process of teaching PBL courses. Thus, we took advantage of this PBL experience to uncover such issues. We developed an interpretative phenomenological analysis (IPA) to learn the essences of being a PBL teacher, using a qualitative research methodology. Data collection and analysis entailed semi-structured interviews with five UEFS computer engineering professors, interview transcription and memo writing, open coding, code memo writing, code grouping and abstraction, and description of essences. Results led to the following essences: 1) feedback is essential for student success; 2) PBL develops better students and professionals; 3) assessment is complex and multifaceted; 4) developing good problems is a difficult skill; 5) PBL requires strong teacher engagement and background; 6) it is essential to keep a motivating scenario; and 7) good coordination and group dynamics is required. In this paper, we describe the four first essences in detail.