Forms of Implementation and Challenges of PBL in Engineering Education: A Review of Literature

Autor/inn/en	Chen, Juebei; Kolmos, Anette; Du, Xiangyun
Titel	Forms of Implementation and Challenges of PBL in Engineering Education: A Review of Literature
Quelle	In: European Journal of Engineering Education, 46 (2021) 1, S.90-115 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Du, Xiangyun)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0304-3797
DOI	10.1080/03043797.2020.1718615
Schlagwörter	Curriculum Implementation; Problem Based Learning; Active Learning; Student Projects; Engineering Education; Higher Education; Barriers; Foreign Countries; Educational Research + Suchen Sie Ihr Suchwort? Problem-based learning; Problemorientiertes Lernen; Aktives Lernen; Schulprojekt; Ingenieurausbildung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ausland; Bildungsforschung; Pädagogische Forschung
Abstract	During the last 40 years, problem- and project-based learning (PBL) has been widely adopted in engineering education because of its expected effectiveness in developing students' professional knowledge and transferable skills. With a growing number of PBL researches and practices in engineering education, systematic or meta-analysis reviews were conducted regarding the definitions, history and development of PBL, and benefits for student learning outcomes. However, challenges in PBL implementation was little addressed in the current review works, and even less attention has been paid on how these challenges in implementation are related to the diverse PBL practices. This paper reviewed 108 research articles to explore the levels at which the currently reported PBL practice is being implemented, and what challenges in PBL practices are being addressed. This research illustrates the variety of PBL implementation at the course level, cross-course level, curriculum level, and project level. Across these four levels, similar challenges are reported at the individual level for teachers and students, as well as at the institutional level and the culture level. Recommendations on future research directions for engineering educational researchers and suggestions for engineering faculty and staff are proposed to optimise PBL curriculum design and inform future PBL implementation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01