Mapping CBL literature and practice

Year: 2023

Type of publication: Book chapter

Abstract: Challenge Based Learning (CBL) is a relatively new contribution to the pedagogical landscape, emerging in the early 2000s. Recently the interest in CBL and, correspondingly, the amount of published literature has increased significantly. This document builds on existing literature reviews and identifies additional publications to provide deeper and more comprehensive insight into CBL. Starting with a focused review of the academic databases: Scopus and WoS, a broad collection of CBL publications were identified and analyzed. The survey then identifies and reviews additional documents connected to these publications, resulting in an extensive review of the existing CBL literature. Through the review, a series of themes emerged, providing a structure for the document. The themes include: the definition, origins and components of CBL; motivations for adoption and implementation; current strategies for implementation and potential barriers; the impact of CBL. These themes are investigated by exploring and connecting a global set of publications. In addition, the document includes future research recommendations, a Bibliometrics and Scientometrics literature analysis, and a comprehensive bibliography. A goal of the document is to consolidate the current CBL literature, expand networks and increase conversations to support adoption, implementation and further research. This literature survey presents an informative perspective of the global CBL landscape. The published literature presents CBL as a unique and promising pedagogical approach used effectively in transformative large-scale implementations and classroom integration. However, a range of new questions arise, and additional rigorous research is needed to deepen the knowledge base and gain a broader perspective on the effectiveness and role of CBL. 

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Year: 2022

Type of publication: Book chapter

Abstract: Challenge-based learning (CBL) is a trending educational concept in engineering education. The literature suggests that there is a growing variety in CBL implementations, stemming from the flexible and abstract definition of CBL that is shaped by teachers’ perceptions. The chapter discusses how the CBL concept has been developed at Eindhoven University of Technology and describes the development and use of two educational resources aimed to facilitate conceptualization, design, and research of CBL for curriculum designers and teachers. The first resource is a set of CBL design principles for framing the variety of CBL and providing teachers with advice about how to develop CBL courses within an overall CBL curriculum. The second resource is a curriculum-mapping instrument called the CBL compass, which aims at mapping CBL initiatives and identifying gaps, overlaps, and misalignments in CBL implementation at a curriculum level. Both CBL design principles and the CBL compass have been developed by combining insights from theory and practical examples of CBL at TU/e into a higher order model of vision, teaching and learning, and support. We discuss the two educational instruments and showcase their application in the Eindhoven Engineering Education (E3) program, and we discuss preliminary findings and insights. The chapter concludes with recommendations for future practice and research.

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Year: 2020

Type of publication: Journal article 

Abstract: The application of Challenge-Based Learning (CBL) has increased in higher education institutions, fostering student transversal competencies, knowledge of sociotechnical problems, and collaboration with industry and community actors. However, a broad range of different frameworks, hybrid approaches, and educational interventions are using this term to define their approach. This lack of standardization creates definitional and conceptual challenges for the domain. A review of CBL literature was conducted to examine key characteristics, challenges and benefits, and educational factors. A total of 100 articles were reviewed using a qualitative thematic matrix. Results describe CBL benefits despite many institutional, practical and academic challenges. Although there was much variability in CBL approaches, eight common characteristics emerged from the literature. This research can support future research and implementation of CBL by providing a guiding conceptual framework and a preliminary classification of CBL approaches.

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Year: 2022

Type of publication: Book chapter

Abstract: This chapter provides a critical discussion of challenge-based learning (CBL) within future trends in higher education (HE). It explores how CBL may address challenges facing higher education institutions (HEIs) in response to these future trends by using a framework of common CBL characteristics. Clear recommendations for CBL practitioners to succeed in CBL implementation within the ever-changing HE landscape are presented. It complements previous chapters on CBL case studies by situating CBL in the broader HE space. A discussion on the interrelationships between these characteristics and predictions on the future integration of CBL in HE concludes this chapter. These macrolevel discussions of CBL will be of interest to government officials, managers, business stakeholders, teachers, policy advisors, and academic teachers. Insights on the future institutional impact of CBL, how it may improve business and academic collaborations, how it aligns with sustainability and transversal skills policies, and where CBL is situated in the post-COVID-19 landscape are discussed. Ultimately, it argues that CBL is part of a pedagogical toolkit to meet future trends in HE.

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