Exploring the effects of design-based learning characteristics on teachers and students

In design-based learning (DBL) projects, engineering students are to gather and apply knowledge while working on the design ofartifacts, systems and innovative solutions in project settings. The characteristics of the projects, the design elements, and the roleof the teacher are pivotal components within the DBL framework that foster students’ design problem-solving process. This articleinvestigates the changes and effects of DBL characteristics on students in solving design problems. In addition, our study exploresthe effects of a professionalization program on DBL teachers and supervisors. We conducted a survey of teachers’ and students’perceptions about DBL characteristics. We then observed teacher, supervisor, and student actions during DBL group settings insolving design problems. We triangulated the findings with student interviews on design problem-solving steps. Semi-structuredinterviews with teachers served to analyze the effects of these DBL characteristics on the students and any changes in projectimplementation. Main conclusions are that in gathering and applying knowledge, students take a broader approach in exploringproblems and searching for design alternatives as a result of open-ended, authentic, and hands-on activities within DBL. DBLcharacteristics foster and enhance students’ ability to gather and apply knowledge in solving engineering design problems.