Congruence And Friction Between Teachers’ Intentions And Students’ Perceptions Of CBL Courses

Authors

Kerstin HELKER, Eindhoven University of Technology, NetherlandsFollow
Selina MICHEL, Technical University of Munich, GermanyFollow
Michael BOTS, Eindhoven University of Technology, NetherlandsFollow
Patrik MOTTL, Czech Technical University in Prague, Czech RepublicFollow
Aet MICHELSON, Tallinn University of Technology, EstoniaFollow

Document Type

Conference Paper

Abstract

Challenge-Based Learning (CBL) has become specifically popular in higher engineering education as it embraces authentic, active, and interdisciplinary learning that requires students’ self-direction and collaborative decision-making. The CBL compass (van den Beemt et al. 2023) has been widely applied to capture the variety of educational innovations under the CBL label regarding their vision, teaching and learning, and support. As the tool only captures the teachers' intentions and goals, the question remains whether discrepancies occur with student perceptions of the CBL learning environment that may cause friction.

DOI

https://doi.org/10.21427/T1NJ-7W26

Recommended Citation

Helker, K., Michel, S., Bots, M., Mottl, P., & Michelson, A. (2023). Congruence And Friction Between Teachers’ Intentions And Students’ Perceptions Of CBL Courses. European Society for Engineering Education (SEFI). https://doi.org/10.21427/T1NJ-7W26

Creative Commons License

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