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

Can challenge-based learning be effective online? A case study using experiential learning theory / Colombari, Ruggero; D'Amico, Elettra; Paolucci, Emilio. - In: CERN IDEASQUARE JOURNAL OF EXPERIMENTAL INNOVATION. - ISSN 2413-9505. - ELETTRONICO. - 5:1(2021), pp. 40-48. [10.23726/cij.2021.1287]

Can challenge-based learning be effective online? A case study using experiential learning theory

Ruggero Colombari;Elettra D'Amico;Emilio Paolucci
2021

Abstract

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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Utilizza questo identificativo per citare o creare un link a questo documento: http://hdl.handle.net/11583/2910335