Challenge‐based learning implementation in engineering education: A systematic literature review

Journal of Engineering Education, Год журнала: 2024, Номер 113(4), С. 1076 - 1106

Опубликована: Март 13, 2024

Abstract Background Challenge‐based learning (CBL) is a pedagogical approach increasingly adopted in engineering education. Despite its growing practice, there little consensus the literature about how CBL implemented curricula and what experiences teachers students have relation to it. Purpose To address this gap, following research questions guided study: How currently education? What difficulties lessons learned are associated with implementation of CBL? Methods We systematically reviewed empirical published between 2010 2021. Forty‐eight studies describing were analyzed using curricular spider‐web framework. Results The review shows variation at course project levels. courses projects shared use open‐ended, real‐world challenges as starting point for student learning. However, they differed embeddedness challenge specific focus learning, which ranged across knowledge acquisition, application, development transversal skills. also varied terms characteristics, such link global societal challenges, stakeholders' involvement, multidisciplinarity. Similar reported by different examples implementation. Conclusions education can promote engagement complex within context. limitations implications findings educational practice.

Язык: Английский

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CBL Macro Level Frame Case Studies

Опубликована: Янв. 1, 2025

Abstract This chapter contains three macro level case studies that focus on systemic and institutional perspectives to examine global issues can be addressed through CBL. Case study eleven from Dublin City University explores the demand for design of CBL Pathways, emphasising support university teachers. twelve, a collaborationbetween several ECIU universities, investigates innovative use as model Citizenship Education. Finally, thirteen examines continuum, an emerging tool is great practical usefulness teachers in assessing implementation within specific educational context.

Язык: Английский

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Bringing theory to life: integrating case-based learning in applied physiology for undergraduate physiotherapy education

BMC Medical Education, Год журнала: 2025, Номер 25(1)

Опубликована: Фев. 13, 2025

Abstract Background Case-based learning (CBL) is considered an effective teaching approach that provides medical students with a environment simulating future actual practice. So we aimed to implement CBL, as additional component traditional methods (TTMs) in applied physiology for undergraduate physiotherapy (UPS) and evaluate its impact on students’ perception academic performance compared TTMs alone. Methods CBL was implemented during the of throughout neuroscience course 4th semester UPS. Nine cases related topics taught were selected. The achievement evaluated through grades, facilitators’ feedback explored structured, web-based questionnaire. Results Of 244 UPS students, 238 completed survey following approach. A total 97.5% reported higher combined approach, median overall score 99.0. 93.3% enrolled ensured better all features education. Integrating associated improved performance. While maximum grade remained consistent at 10 both labs TTMs, minimum significantly from 2.0 lab 7.5 TTMs. Median grades also increased 8.5 10.0 when observed 25th 75th percentiles under hybrid (10.0 vs. 7.0 9.5, respectively). Conclusion Incorporating alongside provided more engaging experience, perception, promoted their achievement. An enhanced framework integration can be broadly interactive tool not only but other health sciences overcome limitations ensure outcomes.

Язык: Английский

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Driving Just Transitions Within Higher Education. Individual and Institutional Transformations Using Relational and Justice-Oriented Learning at the Universitat Politècnica de València (Spain)

World sustainability series, Год журнала: 2025, Номер unknown, С. 15 - 32

Опубликована: Янв. 1, 2025

Язык: Английский

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Beyond the challenge: Exploring student, lecturer, and stakeholder challenges with challenge-based learning

Active Learning in Higher Education, Год журнала: 2025, Номер unknown

Опубликована: Апрель 4, 2025

Challenge-based learning (CBL) is recognized in higher education for addressing societal demands and enhancing student performance. Existing literature discusses CBL’s efficacy, yet participant challenges are underexplored. Exploring this research gap crucial to advance the development of CBL as an increasingly adopted educational approach across various disciplines. This study, involving 6 university teachers, 39 bachelor students, external stakeholders sciences course, aims identify analyze these challenges. Using a classification system based on micro-, meso-, macro-levels, categorized by their scale scope influence. Findings highlight lecturers theory-practice bridging students group work, stakeholder communication, time management. Stakeholders stress interactions with lecturers, management, gap. advances understanding multifaceted offering detailed analysis introducing novel framework, which delivers actionable insights implementation critical gaps existing literature.

Язык: Английский

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Adding Machine-Learning Functionality to Real Equipment for Water Preservation: An Evaluation Case Study in Higher Education

Sustainability, Год журнала: 2024, Номер 16(8), С. 3261 - 3261

Опубликована: Апрель 13, 2024

Considering that the fusion of education and technology has delivered encouraging outcomes, things are becoming more challenging for higher as students seek experiences bridge gap between theory their future professional roles. Giving priority to above issue, this study presents methods results from activities assisting engineering utilize recent machine-learning techniques tackling challenge water resource preservation. Cost-effective, innovative hardware software components were incorporated monitoring proper operation corresponding agricultural equipment (such electric pumps or taps), suitable educational developed involving engineering. According evaluation part being presented, implementation a system with sufficient performance is feasible, while outcomes derived its application significant, they acquaint emerging technologies entering scene improve capacity innovation cooperation. The demonstrates how technologies, such IoT, ML, newest edge-AI can be utilized in industry development sustainable practices. This aims preserve natural resources water, increase productivity, create new jobs technologically efficient personnel.

Язык: Английский

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Effectiveness of Challenge-Based Learning in Undergraduate Engineering Programs from Competencies and Gender Perspectives

Education Sciences, Год журнала: 2024, Номер 14(3), С. 255 - 255

Опубликована: Фев. 29, 2024

Active learning strategies are widely studied, but perspective on their effectiveness in complete undergraduate studies or about contribution to closing the gender gap still required. Challenge-based has been around for more than a decade. However, results have collected limited time and application environments, example, one semester activity course. In this work, we present quantitative study that was applied of National Center Evaluation Higher Education’s Engineering Bachelor’s Degree Standardized General Examination 4226 students comparing those who received traditional educational model challenge-based model. A statistical analysis communication disciplinary competencies found induces greater marginal significant result test. Additionally, female perform better while male competencies. Our confirm is as effective when during developing like critical thinking, long-term retention, leadership, multidisciplinary teamwork, decision-making. Challenge based prolific strategy evolving into new way teaching programs.

Язык: Английский

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Systematic Review: Revisiting Challenge-Based Learning Teaching Practices in Higher Education

Education Sciences, Год журнала: 2024, Номер 14(9), С. 1008 - 1008

Опубликована: Сен. 13, 2024

In recent years, Higher Education institutions have reviewed learning and teaching methodologies to align competencies with evolving socioeconomic scenarios. Challenge-Based Learning (CBL) has emerged as a key method for developing self-regulating capacities in university students. This study aimed identify the practices associated CBL Education. Adhering PRISMA 2020 guidelines, this systematic review analyzed open-access peer-reviewed publications from 2013 2023. The selection process 64 articles Web of Science (WoS) Scopus. To assess risk bias, Delphi expert panels University College Northern Denmark (UCN) was used. identified 20 studies emphasizing shift toward student-centered learning, categorized into four dimensions: pedagogical approaches, technological integration, industry engagement, support development. These findings illustrate transition traditional facilitative roles that foster innovative problem-solving. Limitations included scarcity research on specific detailed implementation strategies, highlighting need further research. underscores importance specialized educator training addressing adoption challenges preparing students complex future challenges, enhancing student growth across disciplines.

Язык: Английский

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Sustainability and challenge-based learning in higher education

Journal of Management and Business Education, Год журнала: 2023, Номер 6(Special), С. 548 - 571

Опубликована: Дек. 20, 2023

The main aim of this article is to present a guide for integrating sustainability into university degrees with the use Challenge-Based Learning (CBL) methodology. In order achieve aim, starts review literature on concept education and key competences required its achievement. Secondly, we consider need understand institutional context characteristics learners before designing teaching choreography. Thirdly, in apply CBL structured approach, two models are selected their complementarity presented. On that basis, or itinerary devised showing steps be followed include using methodology selected. This has been previously applied checked at Faculty Economics Business University Basque Country UPV/EHU. Finally, difficulties encountered application some questions further investigated raised, due scarce existing experiences area social sciences.

Язык: Английский

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Students’ learning of management and leadership in engineering education – a literature review

European Journal of Engineering Education, Год журнала: 2024, Номер 49(3), С. 540 - 576

Опубликована: Янв. 1, 2024

The increasing complexity of societal problems and the need for more interdisciplinary problem-solving in future raise new demands engineering competences. Consequently, competences related to management leadership must be reconsidered reflected both education research. This leads following research question: In which ways are students' learning articulated literature? this study, question is answered through a systematic literature review wherein 112 journal articles were reviewed explore articulations finds extensive diversity literature, with different sometimes even overlapping an educational context. Furthermore, identifies difference between implicit explicit approaches addressing development Finally, importance mutual interaction discussed It stressed that moving forward when working complex teams requires change vision, as well tools plans actually make it happen.

Язык: Английский

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