Choosing challenges in challenge-based courses

Choosing challenges in challenge-based courses

Bohm, N.L. (TU Delft Urban Development Management)
Klaassen, R.G. (TU Delft Teaching & Learning Services)
den Brok, Perry (Wageningen University & Research)
van Bueren, Ellen (TU Delft Urban Development Management)

van der Veen, Jan (editor)
van Hattem-Janssen, Natascha (editor)
Järvinen, Hannu-Matti (editor)
de Laet, Tinne (editor)
ten Dam, Ineke (editor)

2020

Challenge-based learning (CBL) is increasingly on the higher education agenda. In many universities of technology in the Netherlands, CBL is being implemented in engineering education programmes to prepare students to work on authentic, complex, societal challenges, provided by partners from outside of the university. Making societal impact is an important driver the introduction of CBL, however, on a more pedagogical level, little is known about the motivational aspects of student learning in these challenge-based transdisciplinary courses.

challenge-based learning
learning ecosystems
Motivation
Decision making
student-centred approach

http://resolver.tudelft.nl/uuid:2d7b9763-20bf-416b-937f-384f58b1c0d0

978-2-87352-020-5

Proceedings SEFI 48th Annual Conference: Engaging Engineering Education Conference

48th SEFI Annual Conference (Online), 2020-09-20 → 2020-09-24, Online hosted by University of Twente, Enschede, Netherlands

Institutional Repository

conference paper

© 2020 N.L. Bohm, R.G. Klaassen, Perry den Brok, Ellen van Bueren