Identifying Shifting Roles, Expectations, and Practices in the Early Adoption of Challenge-Based Learning for Online Courses

Challenge-based learning situates learning in authentic contexts, with opportunities to meaningfully apply new knowledge and skills. However, the shift from traditional modes of instruction to challenge-based learning (CBL) introduces new roles, expectations, and practices for both instructors and students. In this design-based research study, we use an ethnographic lens to investigate feedback from instructors and students about their first semester with CBL. We identified common difficulties, strategies, and suggestions to incorporate into future design iterations of CBL courses, along with opportunities for deeper investigation into students’ learning processes and development of agency within CBL courses.