This article examines tutors’ and students’ satisfaction with the implementation of problem-based learning (PBL) at the Azerbaijan University of Architecture and Construction. A total of 28 pilot academic staff members and their students participated in PBL during one semester and received a questionnaire about their experiences at the end of the semester. In total, 649 students were involved in the intervention. Descriptive statistics and factor analyses were used to analyze the data. In total, the response rate among students was 61.7%, and 82.1% among tutors. More than 83% of the students thought that the PBL should be kept as part of the module. A total of 91.3% of tutors agreed that PBL is a great tool for student learning. According to the factor analysis, tutors believed that PBL can develop students’ ability for group/team work. Tutors also identified some barriers in applying PBL. For example, they mentioned a lack of relevant skills to apply PBL in higher education. Both students and tutors found the PBL to be a suitable learning tool for their curriculum.

中文翻译：

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阿塞拜疆学生和导师对基于问题的学习的满意度

本文考察了导师和学生对阿塞拜疆建筑与建设大学实施基于问题的学习 (PBL) 的满意度。共有 28 名试点学术人员及其学生在一个学期内参加了 PBL，并在学期末收到了一份关于他们经历的问卷。共有 649 名学生参与了干预。使用描述性统计和因子分析来分析数据。总体而言，学生的回应率为61.7%，导师的回应率为82.1%。超过 83% 的学生认为 PBL 应该作为模块的一部分。共有 91.3% 的导师同意 PBL 是学生学习的绝佳工具。根据因素分析，导师认为PBL可以培养学生的小组/团队合作能力。导师们还发现了应用 PBL 的一些障碍。例如，他们提到缺乏在高等教育中应用 PBL 的相关技能。学生和导师都发现 PBL 是适合他们课程的学习工具。