Angela van Barneveld

When Is PBL More Effective? A Meta-Synthesis of Meta-Analyses Comparing PBL to Conventional Classrooms.

Problem-based learning (PBL) has been utilized for over 40 years in a variety of diff erent disciplines. Although extensively researched, there is heated debate about the eff ectiveness of PBL. Several meta-analyses have been conducted that provide a synthesis of the eff ects of PBL in comparison to traditional forms of instruction. This study used a qualitative meta-synthesis approach to compare and contrast the assumptions and fi ndings of the meta-analytical research on the eff ectiveness of PBL. Findings indicated that PBL was superior when it comes to long-term retention, skill development and satisfaction of students and teachers, while traditional approaches were more eff ective for short-term retention as measured by standardized board exams. Implications are discussed.

Implementing Problem-Oriented Pedagogies in Engineering Education: Examination of Tensions and Drivers

Engineering educators are being challenged to create learning environments that not only teach technical skills, but also foster higher-order thinking skills and instill professional attributes. Problem-based learning has been proposed as an effective method to prepare our future engineers. However, pedagogical innovations, like PBL, disrupt comfortable routines for both educators and students. Furthermore, engineering educators operate within the larger systems in which their classrooms are embedded, which can facilitate or hinder their initial intentions, as these larger systems can present their own set of tensions. In this chapter, we examine tensions and drivers associated with implementing PBL in engineering education and offer suggestions for aligning the two.

Engineering educators’ perceptions of the influence of professional/industry experience on their teaching practice

This preliminary study explored engineering educators’ perceptions of the influence of industry experience on their teaching practice. Fifty American engineering educators were interviewed. There appeared to be a distinction in the extent to which influence on practice was reported, based on years of industry experience. Three themes emerged – influence on content and curriculum, influence on instructional strategies and the integration of real world components, and benefits of being a practitioner/educator. Implications and future research are discussed.

Online learning: Best practices in practice

This paper provides a summary the predominant best practices for asynchronous online teaching and learning, as well as the characteristics of an effective online instructor. The author then shares implementation strategies and experiences of integration of these best practices into her online teaching practice, explaining what is done and how it is done, and how that relates to learner engagement.