Student Agency in Challenge Based Learning: A Case Study

Abstract

Challenge-based learning (CBL) is an increasingly popular teaching approach used to prepare Higher Education Institutions (HEIs) students for their future careers. There is a significant body of research on CBL in Science, Technology, Engineering, and Mathematics but relatively little is known about CBL in non-STEM education. This present study explored students’ learning experiences, emphasizing student agency in non-STEM CBL courses. The present study examines the multifaceted nature of students’ experience by exploring the division of the experience into personal, contextual, and relational resources. Moreover, the study investigates the manner and underlying reasons through which students perceive these resources as influential factors shaping their learning experiences. In total, 15 semi-structured interviews were conducted. The collected data underwent analyses employing an inductive thematic analysis approach. The findings of the study revealed that all three resources significantly contribute to the students’ overall experience. Particularly, students expressed positive attitudes towards the CBL course due to their appreciation of the freedom provided within the course. Additionally, the findings shed light on the importance of autonomy, competence, and relatedness within the CBL course which students highly appreciate.