Forms of implementation and challenges of PBL in engineering education: a review of literature

Chen, Juebei; Kolmos, Anette; Du, Xiangyun

doi:10.1080/03043797.2020.1718615

Cited by 193 publications

(176 citation statements)

References 88 publications

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“…This can be conceptualised as a continuum which ranges from projects being embedded in traditional engineering education programs in parallel to traditional courses, to projects being seen as central to a re-imagining of the whole engineering curricula. Some examples of the latter are the conceive-design-implement-operate (CDIO) approach or some variants of project/problem-based learning (PBL) (Savery, 2006;Kolmos, de Graaff, and Du, 2009;Crawley et al, 2014;Edström and Kolmos, 2014;Chen, Kolmos, and Du, 2021). In traditional program designs, projects frequently come at or near the end of a program through 'capstone projects' or thesis (Crawley et al, 2014), as a way to integrate learning and prepare students for the professional world.…”

Section: Teaching Professional Skills Through Projectsmentioning

confidence: 99%

“…Although 'whole curriculum approaches' are influential within the literature and in the engineering education research community, they are perhaps less widely practiced than more traditional curricular approaches. Chen, Kolmos, and Du (2021), for example, found that two-thirds of the reviewed studies on project-based learning focused on projects within courses (rather than across courses or across whole curricula). Similarly, the large-scale cross-institutional survey of capstone design courses in the United States by Howe, Rosenbauer, and Poulos (2017) shows that most capstone projects are run with traditional lectures in parallel or before.…”

Section: Teaching Professional Skills Through Projectsmentioning

confidence: 99%

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Which professional skills do students learn in engineering team-based projects?

Picard

Hardebolle

Tormey

et al. 2021

European Journal of Engineering Education

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Engineering accreditation bodies express a strong consensus that in addition to technical and scientific skills, engineering education also needs to promote the development of professional skills. In general, team-based projects are considered to be valuable approaches to develop such skills and have been extensively added to engineering curricula. Yet, it remains unclear which skills and to what extent students learn from these interventions. The challenge of assessing the development of those skills is an important factor in this gap. In this paper, we used a standardised self-reporting questionnaire to evaluate the development of students' self-efficacy beliefs through in-course and capstone projects. Results suggest that students only marginally develop these skills when they are not explicitly addressed as part of the project, showing ways to more effectively support student learning of professional skills. The questionnaire also proved to be an effective and scalable way to assess large classes.

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Section: Teaching Professional Skills Through Projectsmentioning

confidence: 99%

Section: Teaching Professional Skills Through Projectsmentioning

confidence: 99%

Which professional skills do students learn in engineering team-based projects?

Picard

Hardebolle

Tormey

et al. 2021

European Journal of Engineering Education

View full text Add to dashboard Cite

show abstract

“…Although a systemic change in engineering education, which would include the integration of current lecture-based curricula, is necessary in order to reach the ultimate goal of competency development, many engineering institutions experience obstacles to dramatic change due to the pressure of accreditation and educational history and policy 2 / 16 Kolmos, 2017). A recent review (Chen, Kolmos, & Du, 2020) of various forms of PBL implementation found that while 73 of the 108 identified pieces of PBL literature in engineering education report practices at the course level, the course designs of these studies combine multiple features crossing the nine PBL categories suggested by Sabin-Baden (2014). The multi-faceted practices of implementing PBL may be attributed to its context-bound factors, including instructors' and students' readiness for change and institutional conditions (Graham, 2018;Hmelo-Silver, 2012;Van Barneveld & Strobel, 2011).…”

Section: Introductionmentioning

confidence: 99%

Comparing Models of Problem and Project-Based Learning (PBL) Courses and Student Engagement in Civil Engineering in Qatar

Naji

Ebead

Al-Ali

et al. 2020

EURASIA J Math Sci Tech Ed

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Background: While improved student engagement has been highlighted as an essential goal and a major outcome of Problem and Project-Based learning (PBL), little empirical evidence has been provided regarding types and forms of student engagement. Material and method:The study explored forms of student engagement in PBL settings, drawing on empirical data of observations and group interviews with 23 project teams (116 students) in four different PBL undergraduate civil engineering courses at Qatar University. Results:The study identified four patterns of student engagement in a PBL setting. Participants reported significant indicators of the first two patterns -engagement as autonomy and as connection. Regarding the other two indicators, namely relational and emotional engagement, they reported positive yet slightly fewer indicators. Three factors were identified that influenced student engagement in a project teams, namely PBL types and its appropriateness to the nature of the course, students' prior experiences with PBL, and team dynamics. Conclusions:These results facilitate the establishment of an institutional framework supporting a progressive approach to embracing PBL. In this framework PBL implementation begins with diverse practices at the course level and has systemic change as its ultimate goal. This framework particularly aims to support an institutionalized approach to transition to PBL in a socio-cultural context (e.g., a non-western context) where instructors are as the primary and authoritative source of knowledge. The overall outcome of the study supports management of change from a lecturebased mode to PBL in a non-western context.

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“…In the College of Engineering, problem and project-based learning (PBL) was recently introduced in the teaching practice of some courses. While a few studies presented positive results of engineering students' learning experiences in a PBL environment (Du, Ebead, Sabah, Ma, & Naji, 2019;Du, Naji, Sabah, & Ebead, 2020;Naji, Ebead, Al-Ali, & Du, 2020), further educational and research attention to the effect of PBL implementation is needed (Chen, Kolmos, & Du, 2020). In this study, we hypothesized that students who have been learning in a 5 / 17 PBL environment may report different online learning experiences than students whose courses mainly focus on lectures.…”

Section: Research Context and Designmentioning

confidence: 94%

Engineering Students’ Readiness to Transition to Emergency Online Learning in Response to COVID-19: Case of Qatar

Naji

Tarlochan

et al. 2020

EURASIA J Math Sci Tech Ed

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This study examined engineering students' initial readiness to transition to emergency online learning in response to COVID-19 in Qatar. A theoretical framework is proposed for understanding the factors influencing students' readiness for change. Sequential explanatory mixed-method research was conducted, with 140 participants completing an online survey, of which 68 also contributed written reflections and 8 participated in semi-structured interviews. Exploratory factor analysis displayed a four-factor structure, including initial preparedness and motivation for online learning, self-efficacy beliefs about online learning, self-directed learning online, and support. The qualitative outcomes supported the four factors and provided further insight into their varied and nuanced manifestation. In accounting for the perceived impact of the factors on readiness, significant differences were identified regarding pedagogical mode, with students enrolled in PBL courses reporting higher readiness than those from non-PBL courses. The practical implications for preparing students for future emergency online learning are discussed.

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Forms of implementation and challenges of PBL in engineering education: a review of literature

Cited by 193 publications

References 88 publications

Which professional skills do students learn in engineering team-based projects?

Which professional skills do students learn in engineering team-based projects?

Comparing Models of Problem and Project-Based Learning (PBL) Courses and Student Engagement in Civil Engineering in Qatar

Engineering Students’ Readiness to Transition to Emergency Online Learning in Response to COVID-19: Case of Qatar

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