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Students' perceptions on Online Challenge-based Learning: Patterns and Performance

Nguyen, Thu Ha/ T.H. (2021) Students' perceptions on Online Challenge-based Learning: Patterns and Performance.

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Full Text Status:Access to this publication is restricted
Embargo date:31 December 2023
Abstract:Collaborative learning in the form of challenge-based learning is a popular instructional method used to teach students how to work together. However, the challenge is to devise compelling strategies that encourage and support students to engage in meaningful learning experiences. Our research aims to study students’ perceptions in relation to group-performance levels, in order to identify the perceptions’ change patterns and indicators of less successful groups in online challenge-based learning. Our research consists of two experiments involving 13 teams of university students. We applied Volet’s (2001) Student Appraisal of Group Assignments (SAGA) instrument to measure students’ perceptions on six constructs: Cognitive Benefits, Motivation Influence, Affect, Interpersonal, Management, and Group Assessment. Questionnaires were administered at different time points (before, during, and after the project). Focus groups were conducted to gain insight into students’ experiences. Our findings suggest that students reporting decreasing or stalling perception scores on Motivation Influence and Interpersonal constructs would likely not be in high-performing groups. Additionally, challenge-based learning is less suitable for time-compressed courses. The study expands our understanding of students’ perceptions on online challenge-based learning, at different performance levels, and difficulties in these projects. Practical implications of this study are suggestions for teachers in identifying struggling teams, and designing and facilitating challenge-based courses.
Item Type:Essay (Master)
University of Trento, Trento, Italy
Université Côte d'Azur, Nice, France
Faculty:BMS: Behavioural, Management and Social Sciences
Subject:81 education, teaching
Programme:Educational Science and Technology MSc (60023)
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