Speakers

Abstract: Challenge-based learning (CBL) exposes students to the complexities of open-ended and real-life challenges and invites them to become self-regulated learners. The learning process in open-ended and complex learning environments such as CBL is dynamic and evolves over time. Therefore, understanding how students’ learning unfolds over time and the conditions that facilitate or inhibit students’ learning in a complex CBL system is important.

The objective of this research is to study how students’ learning unfolds during a CBL course and how do students regulate their learning. Thirty-nine students, participating in an 11-week CBL course in ethics and data analytics completed a weekly diary for the duration of the course and one final reflection.

In total, we analyzed 380 student reflections. A thematic trajectory analysis focusing on both within, and between-person differences were implemented. Four themes describing the phases of students’learning were identified related to students’ experience with open-ended and real-life challenges, including challenge definition (Theme 1), learning and working process (Theme 2), solution development (Theme 3), and dissemination of solution (Theme 4). Within each theme, we identified reported cognitive, metacognitive, affective, and social learning activities that students engaged in order to regulate their learning. The frequency of mentioned regulation activities varied across the four identified themes.

Results suggest that students constantly regulate their learning at multiple levels when facing an open-ended challenge and that varies depending on the phase of CBL. Building on the insights of this research, we make recommendations for further research and educational practice.

Co-authors: Jan Vermunt, Gunter Bombaerts, Michael Bots

Institute: Eindhoven University of Technology