Towards Active Evidence-Based Learning in Engineering Education: A Systematic Literature Review of PBL, PjBL, and CBL

Vilma Sukackė (), Aida Olivia Pereira de Carvalho Guerra, Dorothea Ellinger, Vânia Carlos, Saulė Petronienė, Lina Gaižiūnienė, Silvia Blanch, Anna Marbà-Tallada and Andrea Brose
Additional contact information
Vilma Sukackė: Faculty of Social Sciences, Arts and Humanities, Kaunas University of Technology, LT-44244 Kaunas, Lithuania
Aida Olivia Pereira de Carvalho Guerra: Aalborg Centre for Problem Based Learning in Engineering Science and Sustainability under the Auspices of UNESCO—Department of Planning & Institute for Advanced Study in PBL, Aalborg University, 9220 Aalborg, Denmark
Dorothea Ellinger: Centre of Teaching and Learning, Hamburg University of Technology, 21073 Hamburg, Germany
Vânia Carlos: Department of Education and Psychology, University of Aveiro, 3810-193 Aveiro, Portugal
Saulė Petronienė: Faculty of Social Sciences, Arts and Humanities, Kaunas University of Technology, LT-44244 Kaunas, Lithuania
Lina Gaižiūnienė: Faculty of Social Sciences, Arts and Humanities, Kaunas University of Technology, LT-44244 Kaunas, Lithuania
Silvia Blanch: Faculty of Education, Autonomous University of Barcelona, 08193 Cerdanyola del Vallès, Spain
Anna Marbà-Tallada: Faculty of Education, Autonomous University of Barcelona, 08193 Cerdanyola del Vallès, Spain
Andrea Brose: Centre of Teaching and Learning, Hamburg University of Technology, 21073 Hamburg, Germany

Sustainability, 2022, vol. 14, issue 21, 1-31

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.

Keywords: problem-based learning; project-based learning; challenge-based learning; engineering education; instructional design; literature review (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2022
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (3)

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