Facilitating Reflection and Progression in PBL: A Content Analysis of Generic Competences in Formal PBL Curricula

Boelt, Anders Melbye; Kolmos, Anette; Bertel, Lykke Brogaard

doi:10.5278/ojs.jpblhe.v9i1.6354

Cited by 6 publications

(9 citation statements)

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“…Marra et al (2022) looked at the impact of PBL on students' self-directed learning (SDL) abilities and found an increase in the complexity of SDL thinking resulting from project experience. Boelt et al (2021) found that students' focus on generic PBL competences decreased after the first semester, and expressed concern that this might hamper the development of professional identities based on these competences.…”

Section: Student Experiences In Pblmentioning

confidence: 99%

“…At this point, participants have just come out of two semesters with a focus on PBL processes and skills, have been asked to reflect on their PBL practices, and have had the opportunity to put this into practice in a full semester-long scientific project. As students progress to P3 and beyond, the PBL process fades into the background of their experience (Boelt et al, 2021). P3 is, therefore, an interesting time to look at how conceptions of PBL vary among students who have completed their induction into systemic PBL.…”

Section: Data Collectionmentioning

confidence: 99%

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Student conceptions of problem and project based learning in engineering education: A phenomenographic investigation

Servant-Miklos

Kolmos

2022

J of Engineering Edu

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Background: Problem-oriented project work, also known as problem and project-based learning (PBL), is a popular educational approach in engineering education. However, the focus of the literature on the implementation of PBL has been at the course and institutional levels. Scant attention has been paid to the student experience, especially regarding student conceptions of PBL. Purpose: This is a phenomenographic study of student conceptions of PBL in a Danish engineering program that uses a systemic PBL model. Design/method: This study follows a phenomenographic qualitative design.Sixteen participants from four different engineering disciplines were asked to share their views and experiences with PBL. The interview transcripts were analyzed to identify emerging variations in the student conceptions of PBL.Results: The outcome space suggests three levels of students' conceptions of PBL: individual, group and society levels. Within the categories of description, sublevel variations appear: PBL as an unsupportive process and environment, PBL as a supportive process and environment, and PBL as a structured education method. These conceptions were organized hierarchically from a narrow individual to a broader society level. Conclusions: Student conceptions of PBL as a structured education method echo the literature on the intended learning outcomes of PBL. However, our study shows that conceptions of PBL as personal and social processes fall outside of the scope of current scholarly discussions on PBL. Issues of societal relevance, while prominent in the literature on PBL, do not feature in students' thinking about PBL at this stage. Introducing broader reflection practices informed by exemplarity could address some of these discrepancies.

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Section: Student Experiences In Pblmentioning

confidence: 99%

Section: Data Collectionmentioning

confidence: 99%

Student conceptions of problem and project based learning in engineering education: A phenomenographic investigation

Servant-Miklos

Kolmos

2022

J of Engineering Edu

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“…This holds for both the synthesis provided in our literature review extending across contexts (Boelt et al, 2022) and the results from the thematic analysis of competence profiles (Boelt et al, 2023). While our content analysis revealed the formulations of explicit learning outcomes related to PBL competences as rather general and fragmented (Boelt et al, 2021), the thematic analysis of engineering students' competence profiles depicted variations of richer experiences of generic and PBL competence development in teamwork than documented as explicit learning outcomes. This is as such not surprising, as too detailed learning outcomes may be a hindrance to exploration in a Deweyan sense, and act as fixed ends rather than a potential guide.…”

Section: Chapter 5 Conclusion and Dis-cussionmentioning

confidence: 57%

“…In parallel with working on the literature review, we conducted a directed content analysis of formal curricula at AAU (Boelt et al, 2021). Frameworks describing future competences often emphasise a repositioning of the formal curriculum to ensure the quality and accountability of education (Adam, 2008;Gonzáles & Wageneer, 2003;Voogt & Roblin, 2012).…”

Section: How Are Generic Competences Formulated As Intended Learning ...mentioning

confidence: 99%

“…The directed content analysis of formal curricula shows that the vast majority of ILOs relating to PBL competences are located in the first semester. While this was the case for all bachelor's programmes, great variation concerning the prevalence of ILOs between the programmes were outlined (Boelt et al, 2021).…”

Section: How Are Generic Competences Formulated As In-tended Learning...mentioning

confidence: 99%

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Engineering students' development of PBL competences in a PBL curriculum: Exploring students' reflections of teamwork competences in PBL

Boelt

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My name is Anders Melbye Boelt and I am a PhD fellow at the Aalborg Centre for Problem Based Learning in Engineering Science and Sustainability under the auspices of UNESCO (UCPBL) as well as a teaching assistant at the Department of Culture and Learning at Aalborg University (AAU). I completed a master's in IT, Learning and Organizational Change from AAU in 2017 and worked as a research assistant prior to my employment as a PhD student at the UCPBL at the Department of Planning. During both employments I was part of the cross-faculty research project PBL Future, where I participated in two distinct subprojects: one concerning improving students' individual reflective practice of competence development using different types of digital technologies, and as part of a baseline study researching the integration of PBL competences into formal curricula. My PhD project draws on experiences from PBL Future and also has a focus on generic competence development.

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Competencies for designing resilient systems in engineering education – a content analysis of selected study programs of five European technical universities

Winkens

Leicht-Scholten

2023

European Journal of Engineering Education

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Facilitating Reflection and Progression in PBL: A Content Analysis of Generic Competences in Formal PBL Curricula

Cited by 6 publications

References 0 publications

Student conceptions of problem and project based learning in engineering education: A phenomenographic investigation

Student conceptions of problem and project based learning in engineering education: A phenomenographic investigation

Engineering students' development of PBL competences in a PBL curriculum: Exploring students' reflections of teamwork competences in PBL

Competencies for designing resilient systems in engineering education – a content analysis of selected study programs of five European technical universities

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