Teaching Enhancement Unit
Differences between Challenge-Based Learning and Project-Based Learning and Problem-Based Learning
Technique/Characteristic |
Project-BasedLearning |
Problem-BasedLearning |
Challenge-BasedLearning |
Learning |
Students build their knowledge through a specific task (Swinden 2013). The knowledge acquired is applied to carry out the assigned project. |
Students acquire new information through self directed learning using designed problems (Boud 1985, in Savin-Baden and Howell Major, 2004). The knowledge acquired is applied to solve the problem at hand.
|
Students work with teachers and experts in their communities, on real-world problems, in order to develop a deeper knowledge of the subjects that they are studying. It is the challenge itself that triggers the generation of new knowledge and the necessary tools or resources. |
Focus |
It faces the students with a relevant situations and predefined problematic for which a solution is required (Vicerrectoria de Noematividad Academica y Asuntos Estudiantiles, 2014). | It faces students with a relevant problematic situation, often fictional for which a real solution is not needed (Larmer, 2015). | It faces students with an open, relevant, problematic situation which requires a real solution. |
Product |
It requires the students to generate a product a presentation or an implementation of solution (Larmer, 2015). | It focuses more on the learning processes than the products of the solutions (Vicerrectoria de Noematividad Academica y Asuntos Estudiantiles, 2014). | It requires students to create a solution resulting a concrete action. |
Process |
Students work with the assigned projects so their engagement generates products for their learning (Moursund, 1999). | Students work with the problem in a way that tests their ability to reason and apply their knowledge to be evaluated according to their learning level (Barrows and Tamblyn 1980) | Students analyse, design, develop and execute the best solution in order to tackle the challenge in a way they and other people see and measure. |
Teachers role |
Facilitator and project manager (Jackson, 2012) | Facilitate, guide, tutor or professional adviser (Barrows, 2001 cited in Riberio and Mizukami, 2005) | Coach, co-researcher and designer (Baloian, Hoeksema, Hoppe and Milrad, 2006) |
Reference: Membrillo-Hernández, J. et al. (2019) ‘Challenge based learning: the importance of world-leading companies as training partners’, International Journal on Interactive Design and Manufacturing (IJIDeM), 13(3), pp. 1103–1113. Available at: https://doi.org/10.1007/s12008-019-00569-4.
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