Conceptualising Variety in Challenge-Based Learning in Higher Education: The CBL-Compass

Autor/inn/en	van den Beemt, Antoine; van de Watering, Gerard; Bots, Michael
Titel	Conceptualising Variety in Challenge-Based Learning in Higher Education: The CBL-Compass
Quelle	In: European Journal of Engineering Education, 48 (2023) 1, S.24-41 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (van den Beemt, Antoine)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0304-3797
DOI	10.1080/03043797.2022.2078181
Schlagwörter	Problem Based Learning; Higher Education; Student Centered Learning; Curriculum Implementation; Curriculum Design; Educational Innovation; Definitions; Stakeholders; Independent Study; Interdisciplinary Approach; Cooperative Learning; Educational Technology + Suchen Sie Ihr Suchwort? Problem-based learning; Problemorientiertes Lernen; Hochschulbildung; Hochschulsystem; Hochschulwesen; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Lehrplangestaltung; Instructional innovation; Bildungsinnovation; Begriffsbestimmung; Selbststudium; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Kooperatives Lernen; Unterrichtsmedien
Abstract	Increasingly higher education programs are made learner centred and flexible to face societal changes. Challenge-based learning (CBL) is an educational concept shaping these open and flexible programs. This article aims to articulate a framework for analysing CBL characteristics within and between study components in academic curricula. It contributes to a detailed conceptualisation of CBL and clarity on what CBL implementations consist of. The dimensions and indicators of the framework reflect points of attention for research and evaluation of CBL design and implementation. We argue for variety in CBL characteristics between study components or curricula. Furthermore, we point out how this conceptualisation of CBL opens for research into designing and teaching for multiple domains, and how it contributes to an identification of commonly agreed characteristics of CBL. Recent CBL projects are referenced as an illustration of the approach. The detailed conceptualisation informs debate and development in a nascent field of research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01