Comparative survey of expectations and satisfaction regarding PBL courses at professional graduate schools

Abstract

This study aims to clarify the educational effects of PBL courses at our university. In this paper, we compare questionnaires administered to students at the time of assignment and after course completion to examine changes in expectations and satisfaction levels. Significant differences are identified in 21 of 59 items, with notable improvements in evaluations of theme difficulty, knowledge and skill acquisition, and intergenerational collaboration. These findings provide implications for improving educational design, highlighting directions to better meet students’ expectations and enhance satisfaction with learning activities.