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Hayrettin Arisoy and Alex Stojcevski

Since the introduction of the Problem- and Project- Based Learning (PBL) into the Engineering programs within the Faculty of Health, Engineering and Science at Victoria University, Melbourne Australia in 2006, there have been some major changes to the role of the technical support staff within the School of Electrical Engineering. This paper describes the changes and the increased technical involvement of the technical support staff from a traditional lecture-based teaching and learning delivery to delivering a successful engineering program using Problem- and Project- Based Learning. A survey has been conducted investigate the effect of technical support in the PBL-based courses. The questionnaire is designed to hear the students’ voice on technical support and its integration with PBL