Abstract:
In Palestine, there is a growing recognition for innovative teaching and learning approaches
such as Problem-Based Learning (PBL) in engineering education in order to develop
competence graduates. According to Kitogo (2011), “today’s graduates have attractive
curricula vitae, but practically, their performance is insufficient; it doesn’t match with what
they claim to have studied”. The researcher sees that people learn when being actively
involved in constructing meaning. In other terms, successful learning requires individuals'
active participation and involvement. PBL as a dynamic approach of teaching in which
students explore real-world problems, issues and challenges, students are inspired to obtain
a deeper knowledge of the subjects they are studying and more likely to retain the
knowledge gained through this approach far more readily than through traditional textbook
centered. This principle agrees with the Chinese saying "Tell me and I forget, show me and I
remember, involve me and I learn".This article presents a survey about the usage and the
attitudes toward education technology at PPU in Palestine. The survey aims at assessing the
experience, skills and computer efficacy of students, measuring their attitudes towards the
use of education technology and distinguishing obstacles for the development of a co-
operative learning environment. The results indicate positive attitudes of students toward
this new approach of learning. The survey is used for the development of the university
teaching and learning strategies, providing information on how to establish systems and
procedures that enable the effective use of a PBL approach.
