Report From the Capstone Project

Johnson, Elisabeth

doi:10.1037/e654222011-001

Cited by 10 publications

(26 citation statements)

References 0 publications

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“…Many students agreed that the CBL intervention supported the development of their problem-solving skills. This finding is in line with current literature which acknowledges the ability of CBL to develop such skills in students [23,32,38]. In this regard, the evidence collected here suggests that the augmented framework proposed in this study helped to better operationalize stage 2 (investigate) and stage 3 (act) by offering students a set of problem-solving techniques, which was a recurring theme in the analysis.…”

Section: Discussionsupporting

confidence: 89%

“…Authors Technological know-how [22,23,29,31,32,34] Challenge-Based Learning (CBL) shows similitudes with other teaching and learning approaches. In this sense, it might be argued that CBL integrates aspects of other educational practices, such as Problem-Based Learning (PBL), Project-Oriented Learning (POL) and contextual teaching and learning [30].…”

Section: Abilitiesmentioning

confidence: 99%

“…Technological know-how [22,23,29,31,32,34] Problem-solving [20,22,23,25,29,31,38] Critical thinking [20,[22][23][24][25]31,35] Soft skills (perseverance, collaboration, empathy, etc.) [20,[22][23][24][25]29,31,33,34,38] The flexibility of CBL allows its integration with other frameworks or techniques to better fit different disciplines, courses and institutional needs.…”

Section: Abilities Authorsmentioning

confidence: 99%

“…Since its conception, CBL has been widely and successfully implemented across different levels of education, from elementary school (ages 8-11) to university [32]. The approach has been used to teach a variety of topics, such as aerospace engineering [33], mechanical and mechatronics engineering [34], nursing [24,35], software development [31] and sustainable development engineering [23].…”

Section: Introductionmentioning

confidence: 99%

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Integrating Industry 4.0 in Higher Education Using Challenge-Based Learning: An Intervention in Operations Management

2022

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Industry 4.0 is predicted to significantly transform the jobs and skill profiles of workers. Implications for higher education may involve dramatic changes in the demand for knowledge and skills. In response to this, a Challenge-Based Learning (CBL) intervention was designed with the aim of developing working skills for the future of work on undergraduate students by embedding the Industry 4.0 theme in the Operations Management curricula. The CBL intervention was implemented in two different academic terms at a UK university, and views from 302 undergraduate business students were captured using document analysis. The benefits are reported in terms of knowledge acquisition and the application and development of key desirable working abilities for the future. The results suggest that CBL increases students’ understanding of Industry 4.0 issues in real-life settings. It also provides an environment for soft-skills training for skills, including collaboration, communication, planning and problem-solving. This study provides a blueprint for the implementation of CBL in the Operations Management curricula. The study validates existing findings obtained from the application of CBL in other disciplines. Whilst the proposed CBL intervention might be easily replicated in business schools in the UK, the findings on students’ experiences might not be directly generalized to other contexts or disciplines.

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Section: Discussionsupporting

confidence: 89%

Section: Abilitiesmentioning

confidence: 99%

Section: Abilities Authorsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Integrating Industry 4.0 in Higher Education Using Challenge-Based Learning: An Intervention in Operations Management

2022

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“…Accordingly, CBL seems to be an appropriate learning approach to conform to today’s tertiary students’ learning habits and leverage their strengths to maximize their learning potential [ 13 ]. A handful of surveys have reported that both teachers and students have positive attitudes towards CBL and perceive CBL as an educational approach beneficial to their learning [ 8 , 14 , 15 ]. Nonetheless, implementing CBL can be problematic for students who are used to tightly structured lives since birth, especially in Asian cities such as Hong Kong.…”

Section: Introductionmentioning

confidence: 99%

Learning Experience of Baccalaureate Nursing Students with Challenge-Based Learning in Hong Kong: A Descriptive Qualitative Study

Tang

Chow

2021

IJERPH

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Nursing education has recently adopted challenge-based learning (CBL) to enhance nursing students’ competency in the 21st-century healthcare environment. Previous studies have not yet fully explored nursing students’ perceptions of CBL. This descriptive qualitative study aimed to investigate the learning experience of first-year baccalaureate nursing students engaging with CBL. Videotaped focus group interviews were conducted in a tertiary education institution in Hong Kong, China. The participants recruited for the study included ten Year 1 nursing students enrolled in a public health course delivered using CBL over the study period. The participants included four female and six male students. Five themes were identified: facilitation by teachers, familiarity with CBL, team communication, facilitating metacognitive development, and the application of theories into actual practices. The findings shed light on the potential application of CBL in nursing training as it can foster students’ metacognition, an important attribute for the modern-day workforce. Facilitating theoretical application into practice implies that CBL helps to fill the theory–practice gap that has long been a persistent issue in nursing training. Nonetheless, students encountered frustrating obstacles throughout the learning process, including ineffective group communication, unfamiliarity with the CBL process, and insufficient facilitation by teachers. Better preparation on the part of both teachers and students is critical to ensure that nursing students are gaining optimal benefits from the CBL process.

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Lateral Thinking Ability Through Challenge-based Learning with Sparkol Videoscribe

Susilawati,

Yaniawati

2024

KSS

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Online learning during the Covid-19 pandemic was very interesting to observe because learning can be done anytime and anywhere. However, Covid-19 has an impact on the learning process in schools and students’ thinking abilities. The purpose of this paper is to analyze the differences in the improvement of mathematical lateral thinking skills between students who received challenge-based learning through sparkol videoscribe and those learning through WhatsApp. The research method used was a quasi-experimental, non-equivalent control group design. The sample was randomly selected from four parallel high school classes in the city of Bandung, namely class X 1 who learned through videoscribe sparkol and class X 3 who studied via WhatsApp. The instrument used is a test of mathematical lateral thinking ability and a test of prior mathematical knowledge. Data analysis was done using two-way ANOVA. Findings: A difference was observed in the achievement of mathematical lateral thinking skills between students who carry out learning through sparkol videoscribe better than those learning through WhatsApp based on prior knowledge of mathematics in the smart, medium, and low categories. Challenge-based learning sparkol videoscribe makes it easier for students to understand the material, the construction process, interaction, and reflection, thereby increasing the ability to think mathematically, laterally. Keywords: lateral thinking ability, challenge-based learning, sparkot videoscibe

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Report From the Capstone Project

Cited by 10 publications

References 0 publications

Integrating Industry 4.0 in Higher Education Using Challenge-Based Learning: An Intervention in Operations Management

Integrating Industry 4.0 in Higher Education Using Challenge-Based Learning: An Intervention in Operations Management

Learning Experience of Baccalaureate Nursing Students with Challenge-Based Learning in Hong Kong: A Descriptive Qualitative Study

Lateral Thinking Ability Through Challenge-based Learning with Sparkol Videoscribe

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