All said and done? – Reflections of CBL

Kerstin Helker; Isabelle M.M.J. Reymen; Miguel Bruns; Jan D. Vermunt

All said and done? – Reflections of CBL

Research output: Contribution to conference › Paper › Academic

Abstract

Challenge-Based Learning (CBL) has been implemented in numerous educational contexts and prior research has found a variety of benefits for students, but data are usually collected during or right after the course which does not allow for inferences on whether these learning outcomes are lasting.
This research undertakes a first attempt to explore the long-term learning gains in CBL by surveying CBL alumni one to several years after their participation in a CBL course, about their course motivation, (dis)advantages of CBL, key learnings and competence development.
Alumni mentioned the freedom granted in CBL projects that required dealing with uncertainty and self-regulation both as advantages and disadvantages and described many key learning outcomes. Results support prior work regarding student learning outcomes of CBL, but also fuel on-going discussion in CBL research and practice on what and how much guidance is needed and how learning outcomes can best be assessed.

Original language	English
Publication status	Published - 26 Sept 2024
Event	EARLI SIG 4 & SIG 17 Conference 2024 - Utrecht University, Utrecht, Netherlands Duration: 25 Sept 2024 → 27 Sept 2024 https://www.earli.org/sig-4-sig-17-conference-2024

Conference

Conference	EARLI SIG 4 & SIG 17 Conference 2024
Country/Territory	Netherlands
City	Utrecht
Period	25/09/24 → 27/09/24
Internet address	https://www.earli.org/sig-4-sig-17-conference-2024

Funding

This study was supported by the grant “Fostering Challenge-Based Learning through TU/e innovation Space,” awarded through the NRO Comenius Leadership Fellow program.

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

SDG 4 Quality Education

Cite this

@conference{e586f2e21a7b4fccb6219c5e2bcc9ff6,

title = "All said and done? – Reflections of CBL",

abstract = "Challenge-Based Learning (CBL) has been implemented in numerous educational contexts and prior research has found a variety of benefits for students, but data are usually collected during or right after the course which does not allow for inferences on whether these learning outcomes are lasting. This research undertakes a first attempt to explore the long-term learning gains in CBL by surveying CBL alumni one to several years after their participation in a CBL course, about their course motivation, (dis)advantages of CBL, key learnings and competence development. Alumni mentioned the freedom granted in CBL projects that required dealing with uncertainty and self-regulation both as advantages and disadvantages and described many key learning outcomes. Results support prior work regarding student learning outcomes of CBL, but also fuel on-going discussion in CBL research and practice on what and how much guidance is needed and how learning outcomes can best be assessed. ",

author = "Kerstin Helker and Reymen, \{Isabelle M.M.J.\} and Miguel Bruns and Vermunt, \{Jan D.\}",

year = "2024",

month = sep,

day = "26",

language = "English",

note = "EARLI SIG 4 \& SIG 17 Conference 2024 ; Conference date: 25-09-2024 Through 27-09-2024",

url = "https://www.earli.org/sig-4-sig-17-conference-2024",

}

TY - CONF

T1 - All said and done? – Reflections of CBL

AU - Helker, Kerstin

AU - Reymen, Isabelle M.M.J.

AU - Bruns, Miguel

AU - Vermunt, Jan D.

PY - 2024/9/26

Y1 - 2024/9/26

N2 - Challenge-Based Learning (CBL) has been implemented in numerous educational contexts and prior research has found a variety of benefits for students, but data are usually collected during or right after the course which does not allow for inferences on whether these learning outcomes are lasting. This research undertakes a first attempt to explore the long-term learning gains in CBL by surveying CBL alumni one to several years after their participation in a CBL course, about their course motivation, (dis)advantages of CBL, key learnings and competence development. Alumni mentioned the freedom granted in CBL projects that required dealing with uncertainty and self-regulation both as advantages and disadvantages and described many key learning outcomes. Results support prior work regarding student learning outcomes of CBL, but also fuel on-going discussion in CBL research and practice on what and how much guidance is needed and how learning outcomes can best be assessed.

AB - Challenge-Based Learning (CBL) has been implemented in numerous educational contexts and prior research has found a variety of benefits for students, but data are usually collected during or right after the course which does not allow for inferences on whether these learning outcomes are lasting. This research undertakes a first attempt to explore the long-term learning gains in CBL by surveying CBL alumni one to several years after their participation in a CBL course, about their course motivation, (dis)advantages of CBL, key learnings and competence development. Alumni mentioned the freedom granted in CBL projects that required dealing with uncertainty and self-regulation both as advantages and disadvantages and described many key learning outcomes. Results support prior work regarding student learning outcomes of CBL, but also fuel on-going discussion in CBL research and practice on what and how much guidance is needed and how learning outcomes can best be assessed.

M3 - Paper

T2 - EARLI SIG 4 & SIG 17 Conference 2024

Y2 - 25 September 2024 through 27 September 2024

ER -

All said and done? – Reflections of CBL

Abstract

Conference

Funding

UN SDGs

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