Coaching practices in challenge-based learning: Characteristics in students' projects

Coaching students in CBL settings requires specific approaches. Although CBL has similar characteristics as Design-based learning (DBL), the educational concept and approach applied in the engineering programs at the Eindhoven University of Technology for over the past twenty years, CBL evolves from the DBL concept to emphasize the importance of addressing the sustainable development goals in education. Despite the fact that DBL coaching characteristics have been investigated, it becomes interesting to research these practices in CBL settings. The aim of this research study was to investigate coaching practices and explore differences among experienced coaches versus novice coaches, and the influence of the project set-up (e.g. group versus individual projects). The study was conducted in the department of Industrial Design, where students work on open- ended and hands-on challenges in groups or individually in the squad, an educational organizational form, where education and research come together. Project coaches and teacher coaches support the students to gain and apply knowledge and in the supervision of self-directed learning. The research method consisted of observations of coaching sessions (N=9), and semi-structured individual interviews with coaches (N=13 coaches) of various levels of experiences. Semistructured interviews with individual (N=14) and groups of students (N=3) took place. Data were analyzed using thematic analysis and categories within the framework of coaching in Design-based Learning by Gómez Puente (2013) and the theoretical framework of Cognitive Apprenticeship by Collins (1991). Results indicate that the 3 most frequently used coaching practices are a) asking open-ended questions; b) providing feedback on progress in technical design and design process; c) encouraging students to explore alternatives for problem solving using different perspectives. The results are in line with teaching the discipline as design process are embedded in uncertain and creative undertakings in which students are motivated to think big in proposing solutions. Novice coaches focused more on technical design while more experienced coaches encouraged students to reflect on their learning process and to become more self-regulated learners.