Dimensions of multidisciplinary engagement beyond the classroom in Challenge-Based Learning

Abstract

The study investigates and reports on the process of engagement in learning through the innovative pedagogical framework – Challenge-based Learning (CBL) – their changing perspectives of learning and their interaction with each other while conducting authentic challenges. This gives way to understanding how learners construct and create meaning out of learning activities, course content and beyond the course objectives. Our mixed method research explores potential impact dimensions of the implementation of challenge based learning on teachers and students. To reveal the potential impact we conducted a focused group interviews with the learners who took part in CBL-integrated lessons and surveyed 68 number of learners who participated in CBL trainings. Our preliminary findings showed that learners undertook news roles by driving their own learning, developing collaborative skills, exploring knowledge to be acquired, and establishing relevance of course content in real contexts which made it meaningful for them to understand. In our presentation, we would like to discuss the implications of CBL implementation on the way higher education can be redesigned by assigning learners a more active role in learning and the engagement that occured during their learning experiences.