Providing a Common Approach to Designing Dataset-Based Learning Activities Based on a Literature Review

While there are references available in the literature regarding learning experiences with Dataset-Based Learning (DBL) approaches, there is a noticeable absence of a standardized model for designing DBL activities. This gap was identified in this work after performing a systematic literature review (SLR). In contrast to other active learning methodologies, the lack of a common framework for the DBL methodology makes it challenging to compare different DBL approaches. This paper highlights the knowledge gap in the methodology for designing DBL activities and aims to provide a common approach for sharing the view and details about what DBL entails in higher education and how to design a DBL activity. Additionally, we illustrate these concepts with three case studies in different engineering fields. Based on the SLR results and the review of additional literature, this work defines DBL as an active teaching methodology that focuses on using datasets to promote the learning and understanding of specific concepts and skills. These datasets should contain real data presented in different formats. As a common starting point, in a DBL lesson, the dataset not only provides information and context in the activity statement but also serves as the material to work with, and the solution to the activity is entirely extracted from the information contained in the dataset.