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Creators/Authors contains: "Horn, A"

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  1. ; ; ; (, IJEE International Journal of Engineering Education)
    Problem-based learning (PBL) is recognized as a pedagogical approach that is well-suited to preparing engineering students for the realities of the profession, but there are persistent implementation challenges that serve as barriers to broad adoption. This systematic literature review focuses on three facets of PBL – design, facilitation, and assessment – in search of operational guidelines for engineering faculty considering a transition to PBL. Findings led to two broad conclusions. First, there is a need for research on methods to support engineering faculty in problem design. Second, while current research provides thorough support for PBL facilitation and suggestions for assessment, there is a need for additional research to evaluate the efficacy of the various models of facilitation and assessment suggested by the literature. 
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    Accepted Manuscript Full Text Available
  2. ; ; ; (, International journal of engineering education)
    Accepted Manuscript Full Text Available