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.
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
This work is licensed under a Creative Commons Attribution-NonCommercial-Share Alike 4.0 International License.