Choosing challenges in challenge-based courses

Conference paper (2020)

Authors

N.L. Bohm Urban Development Management - Architecture and the Built Environment
R.G. Klaassen Teaching & Learning Services
Perry den Brok Wageningen University & Research
Ellen van Bueren Urban Development Management - Architecture and the Built Environment
Research Group
Urban Development Management (Architecture and the Built Environment) (TU Delft)
Copyright: © 2020 N.L. Bohm, R.G. Klaassen, Perry den Brok, Ellen van Bueren
Motivation Decision making Challenge-based learning Learning ecosystems Student-centred approach
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Published Date

2020

Language

English

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Faculty

Architecture and the Built Environment

Department

Management in the Built Environment

Research Group

Urban Development Management

Abstract

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.

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