This paper examines the possibilities for using different forms of problem-based learning in the context of engineering education. It begins by exploring recent research into the way in which staff expect students to learn in higher education. Early models of problem-based learning are presented to offer some context to various modes of curriculum design. The later part of the article provides a view of more recent developments and formulations of problem-based learning and suggests ways in which it might be implemented in electronic and electrical engineering.
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