A Framework for Capturing Student Learning in Challenge-Based Learning

Autor/inn/en	Kerstin Helker; Miguel Bruns; Isabelle M. M. J. Reymen; Jan D. Vermunt
Titel	A Framework for Capturing Student Learning in Challenge-Based Learning
Quelle	In: Active Learning in Higher Education, 26 (2025) 1, S. 213-229Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Zusatzinformation	ORCID (Kerstin Helker)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1469-7874
DOI	10.1177/14697874241230459
Schlagwörter	Forschungsbericht; Problem Based Learning; Learning Processes; Difficulty Level; Higher Education; Student Centered Learning; Teacher Role; Student Role; Student Motivation; Teamwork; Interdisciplinary Approach; Evaluation + Suchen Sie Ihr Suchwort? Problem-based learning; Problemorientiertes Lernen; Learning process; Lernprozess; Schwierigkeitsgrad; Hochschulbildung; Hochschulsystem; Hochschulwesen; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Lehrerrolle; Schulische Motivation; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Evaluierung
Abstract	Responding to calls for more future-oriented teaching and learning, an increasing number of institutions of higher education have recently implemented challenge-based learning (CBL). Through work on open-ended and real-life challenges, CBL aims to stimulate students to take the lead in their own learning, acquire and apply knowledge relevant for responding to the challenge and developing disciplinary and transdisciplinary skills. Prior research on student learning has suggested multiple advantages of such active involvement of students in their learning, which calls for integrating these insights into emerging CBL research. This paper therefore presents a framework for capturing the conditions, process and outcomes of student learning in challenge-based learning, paying specific attention to the distinct levels (microlevel or course context, mesolevel or institutional context and macrolevel or university, societal, local, national or international context) and content (social, physical, and formal) of the context in which CBL takes place. Use of the proposed framework is investigated with data from interviews with eight teachers experimenting with CBL in their courses. The analyses show that the framework is useful for capturing all aspects teachers consider and mention as relevant in implementing CBL courses. The data furthermore suggest interactions between some parts of the framework that need to be examined in future research. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2025/3/08