Extended abstract
CBL course and students' skill development Background and Context The Challenge-based Learning (CBL) course "Projectrealisation: TUHH Goes Circular", focused on circularity in the office furniture sector and took place in the summer semester of 2024 at the Hamburg University of Technology (TUHH). Students were asked to define challenges in applying sustainability in the office furniture sector. The outcome of this course was proposing innovative solutions that implement circular economy principles. The course was designed to develop problem-solving and teamwork skills among the 12 master’s students participating in the course. The CBL approach used in this course naturally integrates research-based learning by requiring students to investigate, hypothesize, and experiment with solutions to complex challenges (1). The analysis presented in this study evaluates how effectively the CBL approach facilitated the development of these key skills. Furthermore, it identifies areas for improvement in terms of course structure, team dynamics, and the pedagogical approach. Research Objective The primary goal of the research was to assess the effectiveness of the CBL approach in enhancing students' problem-solving and teamwork skills. The research question was: How effectively does the CBL pedagogy develop students’ problem-solving and teamwork skills, and what improvements can be made to optimize these outcomes? Methodology To evaluate the course, a survey was administered at the end of the semester, employing the Bielefeld Learning Goal-Oriented Evaluation (BiLOE) tool, which is designed to assess learning outcomes in higher education (2). The survey used both quantitative (multiple-choice scale) and qualitative (open-ended) questions, providing a comprehensive view of the students' experiences and skill development. A peer review of the survey ensured alignment with the study's objectives, focusing on enhancing its relevance and response validity. Results & Discussion The survey responses indicated both facilitators and obstacles in students' skill development. The facilitators identified in the survey were flexible course structure, feedback sessions and online collaboration tools. The flexible course structure allowed students to engage in problem-solving at their own pace. Furthermore, the feedback sessions, especially during Q&A and presentations, encouraged critical thinking and iterative learning. Finally, the online collaboration tools supported teamwork, especially when face-to-face communication was limited. On the other hand, the obstacles extracted from the survey results were ineffective communication within groups, cultural differences, and the fast pace of the course. Most of the obstacles were relevant to team cohesion. The survey results referred to ineffective communication, undefined roles, cultural differences, and technical issues as hindering factors for collaboration. Additionally, the fast pace of the course led to challenges in grasping introduced tools and managing tasks effectively. The study highlighted the need for structural improvements to enhance skill development in future iterations of the course. These improvements include adjusting the course pace, enhancing group dynamics, and facilitating effective communication. This will be applied by increasing the number of sessions, disseminating tools, and dedicating a section of the session for efficient group formation. Conclusion This CBL course demonstrates the potential of CBL methodology to foster problem-solving and teamwork skills. However, the study’s results suggest that course improvements, particularly in pace, communication, and group structure, could further enhance learning outcomes. The insights gained from this analysis will inform the development of future CBL courses at TUHH, ensuring that they support more effectively students' skill development. References 1. Sukackė, V., et al. (2022). Towards active evidence-based learning in engineering education: A systematic literature review of PBL, PjBL, and CBL. Sustainability, 14(21), 13955. 2. Frank, A., Weiß, P., Bitterer, F. (2019) Learning goal-oriented evaluation of courses – the Bielefeld model (BiLOE). In: Handbook of Quality in Studies, Teaching and Research 70/2019, pp. 79-98.
