Towards active evidence-based learning in engineering education : a systematic literature review of PBL, PjBL, and CBL
| Autor: | Vilma Sukackė, Aida Olivia Pereira de Carvalho Guerra, Dorothea Ellinger, Vânia Carlos, Saulė Petronienė, Lina Gaižiūnienė, Silvia Blanch, Anna Marbà-Tallada, Andrea Brose |
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| Přispěvatelé: | MDPI AG (Basel, Switzerland) |
| Rok vydání: | 2022 |
| Předmět: |
Renewable Energy
Sustainability and the Environment literature review Geography Planning and Development engineering education instructional design Building and Construction Management Monitoring Policy and Law ddc:370 project-based learning Erziehung Schul- und Bildungswesen [370] problem-based learning ddc:600 Technik [600] challenge-based learning |
| Zdroj: | Sukackė, V, Guerra, A O P D C, Ellinger, D, Carlos, V, Petronienė, S, Gaižiūnienė, L, Blanch, S, Marbà-Tallada, A & Brose, A 2022, ' Towards Active Evidence-Based Learning in Engineering Education : A Systematic Literature Review of PBL, PjBL, and CBL ', Sustainability, vol. 14, no. 21, 13955 . https://doi.org/10.3390/su142113955 Sustainability 14 (21): 13955 (2022) |
| ISSN: | 2071-1050 |
| DOI: | 10.3390/su142113955 |
| Popis: | 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. 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. European Union |
| Databáze: | OpenAIRE |
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