Challenge-Based Learning in Higher Education: An Exploratory Literature Review

Autor/inn/en	Gallagher, Silvia Elena; Savage, Timothy
Titel	Challenge-Based Learning in Higher Education: An Exploratory Literature Review
Quelle	In: Teaching in Higher Education, 28 (2023) 6, S.1135-1157 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gallagher, Silvia Elena)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-2517
DOI	10.1080/13562517.2020.1863354
Schlagwörter	Teaching Methods; Literature Reviews; Higher Education; Problem Based Learning; Active Learning; Student Projects; College Students + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Hochschulbildung; Hochschulsystem; Hochschulwesen; Problem-based learning; Problemorientiertes Lernen; Aktives Lernen; Schulprojekt; Collegestudent
Abstract	The application of Challenge-Based Learning (CBL) has increased in higher education institutions, fostering student transversal competencies, knowledge of sociotechnical problems, and collaboration with industry and community actors. However, a broad range of different frameworks, hybrid approaches, and educational interventions are using this term to define their approach. This lack of standardization creates definitional and conceptual challenges for the domain. A review of CBL literature was conducted to examine key characteristics, challenges and benefits, and educational factors. A total of 100 articles were reviewed using a qualitative thematic matrix. Results describe CBL benefits despite many institutional, practical and academic challenges. Although there was much variability in CBL approaches, eight common characteristics emerged from the literature. This research can support future research and implementation of CBL by providing a guiding conceptual framework and a preliminary classification of CBL approaches. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01