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.