Abstract

A hybrid problem-based learning (h-PBL) strategy was developed and executed in a digital image processing (DIP) course at the South Dakota State University. The newly developed curriculum encompasses the design and implementation of a problem-based learning (PBL) project: a three dimensional (3D) imaging project using fringe projection. The PBL project requires students to build a digital fringe projection system using a digital projector, to use a digital camera to capture the deformed fringe patterns projected onto the object under study, and to process the captured images using the software Matlab in order to retrieve the 3D profile of the object. The course was taught in a hybrid fashion with a mixture of both traditional lecturing (TL) and PBL, to replace the previous TL course. This paper presents the curriculum development activity and investigates the student perspectives on the developed h-PBL approach through a survey study. Longitudinal data from the open-ended surveys administered after the completion of the PBL project were collected from the multiple-year study of the DIP course taught by the same instructor. Data analysis reveals that a higher level of student satisfaction was achieved after h-PBL. The h-PBL approach, albeit more challenging and time-consuming in comparison with TL, motivated and stimulated student self-regulated learning, improved student problem solving skill, and promoted student critical thinking.

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