Towards Active Evidence-Based Learning in Engineering Education : A Systematic Literature Review of PBL, PjBL, and CBL
Sukackė, Vilma (Kaunas University of Technology. Faculty of Social Sciences, Arts and Humanities)
Pereira de Carvalho Guerra, Aida Olivia (Aalborg University. Department of Planning & Institute for Advanced Study in PBL)
Ellinger, Dorothea (Hamburg University of Technology. Centre of Teaching and Learning)
Carlos, Vânia (University of Aveiro. Department of Education and Psychology)
Petronienė, Saulė (Kaunas University of Technology. Faculty of Social Sciences, Arts and Humanities)
Gaižiūnienė, Lina (Kaunas University of Technology. Faculty of Social Sciences, Arts and Humanities)
Blanch Gelabert, Sílvia (Universitat Autònoma de Barcelona. Facultat de Ciències de l'Educació)
Marbà Tallada, Anna (Universitat Autònoma de Barcelona. Facultat de Ciències de l'Educació)
Brose, Andrea (Hamburg University of Technology. Centre of Teaching and Learning)

Date:	2022
Description:	31 pàg.
Abstract:	Implementing active learning methods in engineering education is becoming the new norm and is seen as a prerequisite to prepare future engineers not only for their professional life, but also to tackle global issues. Teachers at higher education institutions are expected and encouraged to introduce their students to active learning experiences, such as problem-, project-, and more recently, challenge-based learning. Teachers have to shift from more traditional teacher-centered education to becoming instructional designers of student-centered education. However, instructional designers (especially novice) often interpret and adapt even well-established methods, such as problem-based learning and project-based learning, such that the intended value thereof risks being weakened. When it comes to more recent educational settings or frameworks, such as challenge-based learning, the practices are not well established yet, so there might be even more experimentation with implementation, especially drawing inspiration from other active learning methods. By conducting a systematic literature analysis of research on problem-based learning, project-based learning, and challenge-based learning, the present paper aims to shed more light on the different steps of instructional design in implementing the three methods. Based on the analysis and synthesis of empirical findings, the paper explores the instructional design stages according to the ADDIE (analysis, design, development, implementation, and evaluation) model and provides recommendations for teacher practitioners.
Note:	Ajuts: This research was funded by The ECIU University project (project number 612521-EPP-1-2019-1-NL-EPPKA2-EUR-UNIV), co-funded by the ERASMUS+ Programme of the European Union.
Rights:	Aquest document està subjecte a una llicència d'ús Creative Commons. Es permet la reproducció total o parcial, la distribució, la comunicació pública de l'obra i la creació d'obres derivades, fins i tot amb finalitats comercials, sempre i quan es reconegui l'autoria de l'obra original.
Language:	Anglès
Document:	Article ; recerca ; Versió publicada
Subject:	Problem-based learning ; Project-based learning ; Challenge-based learning ; Engineering education ; Instructional design ; Literature review
Published in:	Sustainability, Vol. 14 Núm. 21 (2022) , article number 13955, ISSN 2071-1050

DOI: 10.3390/su142113955

31 p, 1.4 MB

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