Student learning experiences in mathematics-oriented challenge-based courses
Résumé
Challenge-Based Education (CBE) has become an important innovative approach to student-centred engineering education. We have studied what students perceived to learn in three mathematics-oriented CBE courses, and how the different resources, which the students reported to have used, were related to their work in the CBE environments. We drew on literature regarding (a) Challenge-based education and (b) the role of resources in students’ learning processes. A case study approach was used (with the three courses as cases) involving qualitative data collection strategies. Comparing the cases, we found that the student learning experiences were in line with the general aims of CBE. Student progress was fostered by the use of different resources, depending on the set-up of the courses and the challenges.
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