Experiences and perspectives regarding challenge-based learning in online sustainability education

Julia Kasch*, Margien Bootsma*, Veronique Schutjens, Frans van Dam, Arjan Kirkels, Frans Prins, Karin Rebel*

*Corresponding author for this work

Research output: Contribution to journalArticleAcademic

Abstract

In this opinion article, the authors share their experiences with and perspectives on course design requirements and barriers when applying challenge-based learning (CBL) in an online sustainability education setting. CBL is an established learning approach for (higher) sustainability education. It enables teachers to engage students with open, real-life grand challenges through inter-/transdisciplinary student team collaboration. However, empirical research is scarce and mainly based on face-to-face CBL case studies. Thus far, the opportunities to apply CBL in online educational settings are also underinvestigated.
Using the TPACK framework, the authors address technological, pedagogical and content knowledge related to CBL and online sustainability education. The integration of the different components is discussed, providing teachers and course designers insight into design requirements and barriers.
This paper supports the promising future of online CBL for sustainability education, especially in the context of inter-/national inter-university collaboration, yet emphasizes the need for deliberate use of online collaboration and teaching tools.
Original languageEnglish
Article number27
JournalEmerald Open Research
Volume1
Issue number3
DOIs
Publication statusPublished - 2023

Bibliographical note

[version 1; peer review: awaiting peer review]

Keywords

  • challenge-based learning
  • online learning
  • online-challenge-based learning
  • online sustainability education
  • tpack
  • transacional distance
  • community of inquiry

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