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A practical guide to understanding and implementing challenge-based learning

Record Type:	Electronic resources : Monograph/item
Title/Author:	A practical guide to understanding and implementing challenge-based learningby Kenan Dikilitaş, Tim Marshall, Masoumeh Shahverdi.
Author:	Dikilitaş, Kenan.
other author:	Marshall, Tim.
Published:	Cham :Springer Nature Switzerland :2025.
Description:	xxxiv, 335 p. :ill. (chiefly color), digital ;24 cm.
Contained By:	Springer Nature eBook
Subject:	Problem-based learning.
Online resource:	https://doi.org/10.1007/978-3-031-67011-4
ISBN:	9783031670114$q(electronic bk.)

A practical guide to understanding and implementing challenge-based learning
Dikilitaş, Kenan.

A practical guide to understanding and implementing challenge-based learning[electronic resource] /by Kenan Dikilitaş, Tim Marshall, Masoumeh Shahverdi. - Cham :Springer Nature Switzerland :2025. - xxxiv, 335 p. :ill. (chiefly color), digital ;24 cm.

Chapter 1 - CBL and its evolution as an instructional and pedagogical practice -- Chapter 2 -CBL framework today and CBL learning outcomes -- Chapter 3- CBL assessment, feedback and evaluation -- Chapter 4- CBL categorisation through a micro, meso, macro framework -- Chapter 5- CBL micro frame level case studies -- Chapter 6 - CBL meso level frame case studies -- Chapter 7-CBL macro level frame case studies -- Chapter 8- CBL future implications for teachers, practitioners, students, and external stakeholders -- Chapter 9 - CBL conversations with colleagues and students -- Conclusion.

Open access.

This open access book maps the role of challenge-based learning (CBL) in the transformation of higher education pedagogy, towards being sector-informed as well as student-driven. CBL democratises the process of learning by repositioning students as drivers, who are empowered to make decisions on course content, assess needs in the real world and develop opinions. Teachers monitor student learning and engagement and mentor students to express their needs. Chapters showcase existing CBL practices in different settings, and include case studies which detail the practical application of CBL in multiple contexts. The authors develop an emerging theory of practical learning based on the insights of the curriculum designers, practitioners and students. The book will be of interest to researchers, teacher educators/trainers and research supervisors in higher education.

ISBN: 9783031670114$q(electronic bk.)

Standard No.: 10.1007/978-3-031-67011-4doiSubjects--Topical Terms:

277766
Problem-based learning.

LC Class. No.: LB1027.42

Dewey Class. No.: 378.001

A practical guide to understanding and implementing challenge-based learning
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245 1 2 $a A practical guide to understanding and implementing challenge-based learning $h [electronic resource] / $c by Kenan Dikilitaş, Tim Marshall, Masoumeh Shahverdi.
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505 0 $a Chapter 1 - CBL and its evolution as an instructional and pedagogical practice -- Chapter 2 -CBL framework today and CBL learning outcomes -- Chapter 3- CBL assessment, feedback and evaluation -- Chapter 4- CBL categorisation through a micro, meso, macro framework -- Chapter 5- CBL micro frame level case studies -- Chapter 6 - CBL meso level frame case studies -- Chapter 7-CBL macro level frame case studies -- Chapter 8- CBL future implications for teachers, practitioners, students, and external stakeholders -- Chapter 9 - CBL conversations with colleagues and students -- Conclusion.
506 $a Open access.
520 $a This open access book maps the role of challenge-based learning (CBL) in the transformation of higher education pedagogy, towards being sector-informed as well as student-driven. CBL democratises the process of learning by repositioning students as drivers, who are empowered to make decisions on course content, assess needs in the real world and develop opinions. Teachers monitor student learning and engagement and mentor students to express their needs. Chapters showcase existing CBL practices in different settings, and include case studies which detail the practical application of CBL in multiple contexts. The authors develop an emerging theory of practical learning based on the insights of the curriculum designers, practitioners and students. The book will be of interest to researchers, teacher educators/trainers and research supervisors in higher education.
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