Experience with Problem-Based Learning in a Hybrid Classroom

Constructive alignment has been shown to elicit higher levels of learning among students. Problem-based Learning is one of the forms of constructive alignment often used in medicine and engineering education. We have applied a PBL-based approach to a graduate (master) course in Data Intensive Systems taught simultaneously through a video link at two universities in Europe and USA. Application of standardized measuring methodology shows inconclusive impact of PBL approach on students´ learning. We present survey results and analyze major factors that could have lead to inconclusive result, including: low data quality, general applicability of constructivism in computer science, and issues with hybrid classroom and alternative laboratory environments. Finally, we discuss reversed classroom method as a potential solution to the issues encountered.