Procedure for the Determination of the Student Workload and the Learning Environment Created in the Power Electronics Course Taught Through Project-Based Learning.

Contribution: In the research presented in this article, a procedure for determining student workload has been designed, tested, and validated. This procedure also makes it possible to analyze how different teaching variables are affected by workload and to visualize the learning environment generated in the course. Background: When the project-based learning (PBL) methodology is used in a course, if the students’ workload is not properly planned and controlled, important variables in the educational environment, such as the teaching organization and the students’ approach to learning, can be affected. The PBL methodology may even become unfeasible as it affects the other courses with which it shares year and semester. This justifies the need to know the student workload of a subject. The previous research has presented procedures for establishing student workload. However, they use questionnaires with a high number of questions. A questionnaire with many questions affects the reliability of students’ answers. The questionnaire presented in this article reduces the number of questions without affecting the results obtained and it is easily applicable to other courses. Research Questions: The questions to be answered in this research are: 1) is the workload of the students, when using the PBL methodology in a course, in line with the one established in the syllabus? and 2) is the learning environment created in the course as expected? Methodology: The methodology used to obtain the necessary data is based on students completing weekly surveys, two critical incident questionnaires (CIQs), and a final survey. The aim was always to minimize the number of questions to be answered, ensuring that the data collected provided a true picture of the workload and the educational environment. Findings: The analysis of the data obtained by applying the procedure provides mechanisms to control the workload, ensure involvement and motivation, improve students’ academic results and show the learning environment created in the course. The implementation of this method, during three academic years, has allowed to test its effectiveness, validate some of the initial hypotheses, and confirm the conclusions of some previous studies. [ABSTRACT FROM AUTHOR]