Challenge-based learning
What is it?
A systematic review of challenge-based learning (CBL) in higher education (Gallagher & Savage, 2023) defined it as an ‘approach’ rather than a specific method, which seeks to engage students in a real-world challenge that addresses a global theme (sustainability being common), in collaboration between students, academics and experts outside university, using technology, to promote innovation and creativity. Because of its methodological flexibility, it has been used in association with project-based learning, problem-based learning, and hackathons.
How does it work?
Two CBL frameworks have been used: Apple’s CBL framework and the STAR legacy, and the challenge may be identified by the teacher or by students (Gallagher & Savage, 2023).
The STAR legacy framework originated at Vanderbilt University and comprises a cyclical inquiry of five stages (IRIS Center, n.d.):
- a challenge is presented;
- students write down their initial thoughts;
- they listen to/engage with various perspectives and resources;
- students are assessed to check understanding (this could be self-assessment); if students don’t understand, they go back to the previous stage; and
- a wrap-up session helps students consolidate their learning.
Apple’s CBL framework comprises three stages:
- Engagement (generate a big idea, focus in on an essential question, and refine the challenge);
- Investigation (ask guiding questions, engage in guiding activities, and perform analysis); and
- Action (identify a solution, implement it, and evaluate it).
Does it work?
The aforementioned systematic review (Gallacher & Savage, 2023) notes that CBL has mainly been used in STEM subjects – principally engineering and computing science – but examples exist in English language, business, marketing, medicine, and law. Benefits cited include industry networking, teamwork, problem solving, improved skills and application to real world issues. Challenges include integrating CBL into the curriculum, students’ varying technological competencies, and resistance from staff and students more used to a teacher-centred approach.
What do I need?
Educators will need to consider the broad area of investigation that they would like students to identify and solve a challenge for, as well as for how long, and whether the outcomes are assessed or not. Technological platforms will be required for students to engage with each other and educators as well as external experts.
References and further reading
Gallagher, S. E., & Savage, T. (2023). Challenge-based learning in higher education: an exploratory literature review. Teaching in Higher Education, 28(6), 1135-1157. https://doi.org/10.1080/13562517.2020.1863354
IRIS Center. (no date). How people learn: Presenting the learning theory and inquiry cycle on which the IRIS modules are built. https://iris.peabody.vanderbilt.edu/module/hpl/#content
Membrillo-Hernandez, J. (2023, April 18). Develop the skills of the future through challenge-based learning. https://www.timeshighereducation.com/campus/develop-skills-future-through-challengebased-learning