Can challenge-based learning be effective online? A case study using experiential learning theory
The COVID-19 outbreak had a major effect on moving online learning activities, also traditionally experiential ones such as those designed upon Challenge-Based Learning (CBL) principles. This article explores the impacts produced on a Challenge-Based Innovation project work carried out in the contex...
Ausführliche Beschreibung
Gespeichert in:
| Autor*in: |
Ruggero Colombari [verfasserIn] Elettra D'Amico [verfasserIn] Emilio Paolucci [verfasserIn] |
|---|
| Format: |
E-Artikel |
|---|---|
| Sprache: |
Englisch |
| Erschienen: |
2021 |
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| Schlagwörter: |
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| Übergeordnetes Werk: |
In: CERN IdeaSquare Journal of Experimental Innovation - CERN, 2019, 5(2021), 1, Seite 40-48 |
|---|---|
| Übergeordnetes Werk: |
volume:5 ; year:2021 ; number:1 ; pages:40-48 |
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| DOI / URN: |
10.23726/cij.2021.1287 |
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DOAJ070703000 |
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10.23726/cij.2021.1287 doi (DE-627)DOAJ070703000 (DE-599)DOAJf77f26bf83dd4aaebfa26345df23c24d DE-627 ger DE-627 rakwb eng T1-995 HD45-45.2 Ruggero Colombari verfasserin aut Can challenge-based learning be effective online? A case study using experiential learning theory 2021 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier The COVID-19 outbreak had a major effect on moving online learning activities, also traditionally experiential ones such as those designed upon Challenge-Based Learning (CBL) principles. This article explores the impacts produced on a Challenge-Based Innovation project work carried out in the context of a program developed by Politecnico di Milano and Politecnico di Torino. A survey of 92 students and interviews were carried out to assess the impact on learning outcomes and processes, and four main success factors were identified: informal interaction, time for exploration, asynchronous lecturing, relevant challenges. Suggestions for an effective design of online CBI-like programs are offered. challenge-based learning online learning experiential learning theory self-determined learning Technology (General) Technological innovations. Automation Elettra D'Amico verfasserin aut Emilio Paolucci verfasserin aut In CERN IdeaSquare Journal of Experimental Innovation CERN, 2019 5(2021), 1, Seite 40-48 (DE-627)176059931X 24139505 nnns volume:5 year:2021 number:1 pages:40-48 https://doi.org/10.23726/cij.2021.1287 kostenfrei https://doaj.org/article/f77f26bf83dd4aaebfa26345df23c24d kostenfrei https://e-publishing.cern.ch/index.php/CIJ/article/view/1287 kostenfrei https://doaj.org/toc/2413-9505 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ SSG-OLC-PHA AR 5 2021 1 40-48 |
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The COVID-19 outbreak had a major effect on moving online learning activities, also traditionally experiential ones such as those designed upon Challenge-Based Learning (CBL) principles. This article explores the impacts produced on a Challenge-Based Innovation project work carried out in the context of a program developed by Politecnico di Milano and Politecnico di Torino. A survey of 92 students and interviews were carried out to assess the impact on learning outcomes and processes, and four main success factors were identified: informal interaction, time for exploration, asynchronous lecturing, relevant challenges. Suggestions for an effective design of online CBI-like programs are offered. |
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<?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>01000caa a22002652 4500</leader><controlfield tag="001">DOAJ070703000</controlfield><controlfield tag="003">DE-627</controlfield><controlfield tag="005">20230502224605.0</controlfield><controlfield tag="007">cr uuu---uuuuu</controlfield><controlfield tag="008">230228s2021 xx |||||o 00| ||eng c</controlfield><datafield tag="024" ind1="7" ind2=" "><subfield code="a">10.23726/cij.2021.1287</subfield><subfield code="2">doi</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-627)DOAJ070703000</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-599)DOAJf77f26bf83dd4aaebfa26345df23c24d</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-627</subfield><subfield code="b">ger</subfield><subfield code="c">DE-627</subfield><subfield code="e">rakwb</subfield></datafield><datafield tag="041" ind1=" " ind2=" "><subfield code="a">eng</subfield></datafield><datafield tag="050" ind1=" " ind2="0"><subfield code="a">T1-995</subfield></datafield><datafield tag="050" ind1=" " ind2="0"><subfield code="a">HD45-45.2</subfield></datafield><datafield tag="100" ind1="0" ind2=" "><subfield code="a">Ruggero Colombari</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">Can challenge-based learning be effective online? A case study using experiential learning theory</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="c">2021</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">Text</subfield><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">Computermedien</subfield><subfield code="b">c</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">Online-Ressource</subfield><subfield code="b">cr</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">The COVID-19 outbreak had a major effect on moving online learning activities, also traditionally experiential ones such as those designed upon Challenge-Based Learning (CBL) principles. 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