Please use this identifier to cite or link to this item:
Publisher DOI: 10.3390/su142113955
Title: Towards active evidence-based learning in engineering education : a systematic literature review of PBL, PjBL, and CBL
Language: English
Authors: Sukackė, Vilma 
Pereira de Carvalho Guerra, Aida Olivia 
Ellinger, Dorothea 
Carlos, Vânia 
Petronienė, Saulė 
Gaižiūnienė, Lina 
Blanch-Gelabert, Silvia 
Marbà-Tallada, Anna 
Brose, Andrea 
Keywords: problem-based learning; project-based learning; challenge-based learning; engineering education; instructional design; literature review
Issue Date: 27-Oct-2022
Publisher: Multidisciplinary Digital Publishing Institute
Source: Sustainability 14 (21): 13955 (2022)
Abstract (english): 
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.
DOI: 10.15480/882.4732
ISSN: 2071-1050
Journal: Sustainability 
Other Identifiers: doi: 10.3390/su142113955
Institute: Zentrum für Lehre und Lernen ZLL 
Document Type: Article
Project: ECIU University 
European Universities: Erasmus + Programme - Key Action 2 (KA2) - Cooperation for innovation and the exchange of good practices 
Funded by: European Union 
License: CC BY 4.0 (Attribution) CC BY 4.0 (Attribution)
Appears in Collections:Publications with fulltext

Files in This Item:
File Description SizeFormat
sustainability-14-13955.pdf1,46 MBAdobe PDFView/Open
Show full item record

Page view(s)

checked on Dec 9, 2022


checked on Dec 9, 2022

Google ScholarTM


Note about this record

Cite this record


This item is licensed under a Creative Commons License Creative Commons