A conceptualised design-based research framework for a problem-based learning approach in a first-year engineering course

Abstract

Problem-based learning (PBL) is an instructional learner-centred approach that has initially been implemented as an innovative teaching and learning strategy to achieve specific objectives. This theoretical article, is a desktop literature review of scholarly work on PBL and it, therefore, proposes a revised design-based research (DBR) framework for implementing PBL in an engineering course with the aim to enhance the self-directed learning (SDL) of students. A synthesised generic design-based research (DBR) model of Van Wyk and De Villiers was adapted with the aim to integrate PBL as an appropriate choice for this research to propose a DBR framework. The motivation for developing the PBL approach for SDL as a performance achievement initiative indicates several educational benefits of the study. This adapted framework is problem-driven, since it provides for deliverables as real-life artefacts and generates dual outcomes; namely, real-world solutions and theoretical understanding to inform future design approaches in problem-based environments.