Project-Based Learning versus Cooperative Learning courses in Engineering Students

Guillermo Fuertes Sanchez, Manuel Vargas Guzman, Ismael Soto Gomez, Kurt Witker Riveros, Maria Alejandra Peralta Muller, Jorge Sabattin Ortega

Research output: Contribution to journalArticlepeer-review

13 Citations (Scopus)


This research presents the application of Project-based learning at the School of Engineering of the Catholic University of the North. Three projects were presented to students of different levels of Industrial Engineering and Computer Engineering degree in four undergraduate courses. The innovation in the application of the method is to create transversal work groups to develop multidisciplinary and challenging projects. The planning between courses allowed integrate knowledge, experiences and interests of the various team members. These projects were organized into the following 4 stages; conception, design, implementation and operation. Finally, educational assessment of the impact of Project-based learning methodology was confronted with the method of cooperative learning. The principal advantage of PBL is obtaining better skills and competences developed by students.

Original languageEnglish
Article number7350066
Pages (from-to)3113-3119
Number of pages7
JournalIEEE Latin America Transactions
Issue number9
Publication statusPublished - 1 Sep 2015


  • Engineering education
  • Learning systems
  • Project-based learning
  • Technological innovation

ASJC Scopus subject areas

  • Computer Science(all)
  • Electrical and Electronic Engineering


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