2026-04-17T03:54:38Zhttps://recercat.cat/oai/requestoai:recercat.cat:20.500.12328/47052025-05-20T00:02:19Zcom_2072_67741col_2072_484352
RECERCAT
author
Colombari, Ruggero
author
D'Amico, Elettra
author
Paolucci, Emilio
2025-05-20T00:02:19Z
2025-05-20T00:02:19Z
2021
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
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.
eng
This work is licensed under a Creative Commons Attribution 4.0 International License.
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
info:eu-repo/semantics/article