2026-04-13T02:57:57Zhttps://recercat.cat/oai/request

oai:recercat.cat:20.500.12328/47052025-05-20T00:02:19Zcom_2072_67741col_2072_484352

00925njm 22002777a 4500 dc Colombari, Ruggero author D'Amico, Elettra author Paolucci, Emilio author 2021 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. Colombari, Ruggero; D'Amico, Elettra; Paolucci, Emilio. Can challenge-based learning be effective online? A case study using experiential learning theory. CERN IdeaSquare Journal of Experimental Innovation, 2021, 5(1), 40–48. Disponible en: <https://e-publishing.cern.ch/index.php/CIJ/article/view/1287>. Fecha de acceso: 31 ene. 2025. DOI: 10.23726/cij.2021.1287 2413-9505 http://hdl.handle.net/20.500.12328/4705 https://dx.doi.org/10.23726/cij.2021.1287 Aprenentatge basat en reptes Aprenentatge en línia Teoria de l'aprenentatge vivencial Aprenentatge autodeterminat Aprendizaje basado en desafíos Aprendizaje en línea Teoría del aprendizaje experiencial Aprendizaje autodeterminado Challenge-based learning Online learning Experiential learning theory Self-determined learning Can challenge-based learning be effective online? A case study using experiential learning theory