Challenge based learning in higher education– A systematic literature review

Marie Leijon, Petri Gudmundsson, Patricia Staaf, CECILIA E. CHRISTERSSON

2021-03-19reviewInnovations in Education and Teaching International188 citationshybrid

No readable copy stored yet — this record is metadata only.

Problem and Project Based Learning Design Education and Practice Biomedical and Engineering Education

Abstract

This review maps patterns in research on Challenge Based Learning (CBL) in higher education (HE) between 2009 and 2020. How is CBL defined in HE settings? How is CBL in HE grounded scientifically in the research? The results show a shift of CBL from being a concept coined by a multinational technology company targeting learning in schools, to being embraced by HE, first and foremost as a method for transformation of adult learning. A critical scientifically grounded approach towards learning is however absent or marginally present in the papers reviewed.

Citations in this library

Stored only when both papers are in the corpus — 188 citations exist upstream.

References

2006Using thematic analysis in psychology

1994Situated Learning: Legitimate Peripheral Participation.

1991Situated Learning

1983Experiential Learning : Experience as the Source of Learning and Development

1984Content Analysis: An Introduction to its Methodology.

1990Qualitative evaluation and research methods

1990Qualitative evaluation and research methods, 2nd ed.

2016How to plan and perform a qualitative study using content analysis

Cited by

2024Challenge‐based learning implementation in engineering education: A systematic literature review

2022Conceptualising variety in challenge-based learning in higher education: the CBL-compass

2025New Engineers for a Bright Future: Deconstructing the Promises of Challenge-Based Learning