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Towards active evidence-based learning in engineering education : a systematic literature review of PBL, PjBL, and CBL
Citation Link: https://doi.org/10.15480/882.4732
Publikationstyp
Journal Article
Date Issued
2022-10-27
Sprache
English
Institut
TORE-DOI
Journal
Volume
14
Issue
21
Article Number
13955
Citation
Sustainability 14 (21): 13955 (2022)
Publisher DOI
Scopus ID
Publisher
Multidisciplinary Digital Publishing Institute
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.
Subjects
problem-based learning
project-based learning
challenge-based learning
engineering education
instructional design
literature review
DDC Class
370: Erziehung, Schul- und Bildungswesen
600: Technik
Publication version
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sustainability-14-13955.pdf
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