Re-designing to challenge-based learning – what does it mean for student learning processes and outcomes?

Challenge-based learning (CBL) is a relatively recent approach that calls for more student-centred and authentic learning environments, allowing students to make sense of their learning. To explore whether CBL benefits students’ learning processes and outcomes, this study systematically compared a technology entrepreneurship course and its CBL re-design. Students were invited to respond to surveys at the beginning of, during, and at the end of the respective course. Participants indeed perceived the learning environment of the CBL course to allow for more autonomy and interaction, and students reported significantly higher social engagement in the course. Students in the re-design scored significantly higher than students in the original course on two learning outcomes, namely entrepreneurial knowledge and marshalling resources, and they reported a lower ability to manage ambiguity. This calls for research addressing student learning processes and outcomes across longer CBL experiences.