Abstract
A systematic approach was undertaken to locate and analyse empirical research examining the use of technology to support constructivist approaches to learning. In particular, this paper focuses upon Problem, Project and Case Based Learning and consults 56 publications which have employed technology in Science, Technology, Engineering and Mathematics within on campus higher education settings. Four databases were searched along with hand searching and, after applying relevant inclusion and exclusion criteria, 56 publications published during 2007-2021 were included in this review. In addition to systematically documenting the landscape of literature associated with this area of research, this paper offers an analysis of the contributions of the research in understanding the way in which technology affects performance, team-working and graduate skills as part of the learning process.
| Original language | English |
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| Publication status | Published - Sept 2022 |
| Event | SEFI2022 Annual Conference - Barcelona, Spain Duration: 19 Sept 2022 → 22 Sept 2022 |
Conference
| Conference | SEFI2022 Annual Conference |
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| Period | 19/09/22 → 22/09/22 |
Bibliographical note
Impact: This paper systematically examines and analyses research focussing upon the rapidly developing area of technology enhanced learning, specifically, technologies used to support constructivist learning approaches in STEM subjects within the content of Higher Education. A summary of existing research provides insight for educators and academics working in STEM with regard to performance, team-working and graduate skills as part of the learning process.Organising Body: European Society for Engineering Education
Keywords
- Education