A Comparison of Lecture-Based and Challenge-Based Learning in a Workplace Setting

Course Designs, Patterns of Interactivity, and Learning Outcomes

Timothy K. O'Mahony, Nancy J. Vye, John D. Bransford, Elizabeth A. Sanders, Reed Stevens, Richard D. Stephens, Michael C. Richey, Kuen Y. Lin, Moe K. Soleiman

Research output: Contribution to journalArticle

30 Citations (Scopus)

Abstract

We describe findings from a research partnership involving a global airline manufacturing company (The Boeing Company), and learning scientists and aeronautical engineers from the University of Washington. Our starting point for the partnership focused on an 8-hour introductory composites course that was designed for company employees. In phase one, learning scientists observed the company's course development activities and the course as taught by company experts. In phase two, we collaboratively designed and implemented a quasi-experimental study comparing two approaches to teaching. One involved lectures with PowerPoint slides. The second, a "challenge-based" learning approach, combined a set of composites-relevant challenges with individual, small-group, and large-group collaborative inquiry. Comparisons between these methods showed greater interaction among participants in the challenge-based group. In addition, the challenge-based group performed significantly better on posttest items requiring integration and synthesis of concepts. Increased interactivity in the challenge course provided opportunities for participants to articulate connections among concepts and may have contributed to the challenge participants' better synthesis of learned concepts. This work highlighted the benefits for learning scientists of collaborating with industry partners to explore learning in workplace settings, as these settings provide illuminating contrasts to the structures of teaching, learning, and assessment found in schools.

Original languageEnglish (US)
Article number611775
Pages (from-to)182-206
Number of pages25
JournalJournal of the Learning Sciences
Volume21
Issue number1
DOIs
StatePublished - Jan 1 2012

Fingerprint

interactive media
Workplace
workplace
Learning
learning
Teaching
Group
small group
engineer
Industry
manufacturing
employee
expert
industry
interaction
Research
school

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

Cite this

O'Mahony, Timothy K. ; Vye, Nancy J. ; Bransford, John D. ; Sanders, Elizabeth A. ; Stevens, Reed ; Stephens, Richard D. ; Richey, Michael C. ; Lin, Kuen Y. ; Soleiman, Moe K. / A Comparison of Lecture-Based and Challenge-Based Learning in a Workplace Setting : Course Designs, Patterns of Interactivity, and Learning Outcomes. In: Journal of the Learning Sciences. 2012 ; Vol. 21, No. 1. pp. 182-206.
@article{1f630bf9b71c4292a18ec0155b9a3d12,
title = "A Comparison of Lecture-Based and Challenge-Based Learning in a Workplace Setting: Course Designs, Patterns of Interactivity, and Learning Outcomes",
abstract = "We describe findings from a research partnership involving a global airline manufacturing company (The Boeing Company), and learning scientists and aeronautical engineers from the University of Washington. Our starting point for the partnership focused on an 8-hour introductory composites course that was designed for company employees. In phase one, learning scientists observed the company's course development activities and the course as taught by company experts. In phase two, we collaboratively designed and implemented a quasi-experimental study comparing two approaches to teaching. One involved lectures with PowerPoint slides. The second, a {"}challenge-based{"} learning approach, combined a set of composites-relevant challenges with individual, small-group, and large-group collaborative inquiry. Comparisons between these methods showed greater interaction among participants in the challenge-based group. In addition, the challenge-based group performed significantly better on posttest items requiring integration and synthesis of concepts. Increased interactivity in the challenge course provided opportunities for participants to articulate connections among concepts and may have contributed to the challenge participants' better synthesis of learned concepts. This work highlighted the benefits for learning scientists of collaborating with industry partners to explore learning in workplace settings, as these settings provide illuminating contrasts to the structures of teaching, learning, and assessment found in schools.",
author = "O'Mahony, {Timothy K.} and Vye, {Nancy J.} and Bransford, {John D.} and Sanders, {Elizabeth A.} and Reed Stevens and Stephens, {Richard D.} and Richey, {Michael C.} and Lin, {Kuen Y.} and Soleiman, {Moe K.}",
year = "2012",
month = "1",
day = "1",
doi = "10.1080/10508406.2011.611775",
language = "English (US)",
volume = "21",
pages = "182--206",
journal = "Journal of the Learning Sciences",
issn = "1050-8406",
publisher = "Routledge",
number = "1",

}

A Comparison of Lecture-Based and Challenge-Based Learning in a Workplace Setting : Course Designs, Patterns of Interactivity, and Learning Outcomes. / O'Mahony, Timothy K.; Vye, Nancy J.; Bransford, John D.; Sanders, Elizabeth A.; Stevens, Reed; Stephens, Richard D.; Richey, Michael C.; Lin, Kuen Y.; Soleiman, Moe K.

In: Journal of the Learning Sciences, Vol. 21, No. 1, 611775, 01.01.2012, p. 182-206.

Research output: Contribution to journalArticle

TY - JOUR

T1 - A Comparison of Lecture-Based and Challenge-Based Learning in a Workplace Setting

T2 - Course Designs, Patterns of Interactivity, and Learning Outcomes

AU - O'Mahony, Timothy K.

AU - Vye, Nancy J.

AU - Bransford, John D.

AU - Sanders, Elizabeth A.

AU - Stevens, Reed

AU - Stephens, Richard D.

AU - Richey, Michael C.

AU - Lin, Kuen Y.

AU - Soleiman, Moe K.

PY - 2012/1/1

Y1 - 2012/1/1

N2 - We describe findings from a research partnership involving a global airline manufacturing company (The Boeing Company), and learning scientists and aeronautical engineers from the University of Washington. Our starting point for the partnership focused on an 8-hour introductory composites course that was designed for company employees. In phase one, learning scientists observed the company's course development activities and the course as taught by company experts. In phase two, we collaboratively designed and implemented a quasi-experimental study comparing two approaches to teaching. One involved lectures with PowerPoint slides. The second, a "challenge-based" learning approach, combined a set of composites-relevant challenges with individual, small-group, and large-group collaborative inquiry. Comparisons between these methods showed greater interaction among participants in the challenge-based group. In addition, the challenge-based group performed significantly better on posttest items requiring integration and synthesis of concepts. Increased interactivity in the challenge course provided opportunities for participants to articulate connections among concepts and may have contributed to the challenge participants' better synthesis of learned concepts. This work highlighted the benefits for learning scientists of collaborating with industry partners to explore learning in workplace settings, as these settings provide illuminating contrasts to the structures of teaching, learning, and assessment found in schools.

AB - We describe findings from a research partnership involving a global airline manufacturing company (The Boeing Company), and learning scientists and aeronautical engineers from the University of Washington. Our starting point for the partnership focused on an 8-hour introductory composites course that was designed for company employees. In phase one, learning scientists observed the company's course development activities and the course as taught by company experts. In phase two, we collaboratively designed and implemented a quasi-experimental study comparing two approaches to teaching. One involved lectures with PowerPoint slides. The second, a "challenge-based" learning approach, combined a set of composites-relevant challenges with individual, small-group, and large-group collaborative inquiry. Comparisons between these methods showed greater interaction among participants in the challenge-based group. In addition, the challenge-based group performed significantly better on posttest items requiring integration and synthesis of concepts. Increased interactivity in the challenge course provided opportunities for participants to articulate connections among concepts and may have contributed to the challenge participants' better synthesis of learned concepts. This work highlighted the benefits for learning scientists of collaborating with industry partners to explore learning in workplace settings, as these settings provide illuminating contrasts to the structures of teaching, learning, and assessment found in schools.

UR - http://www.scopus.com/inward/record.url?scp=84857136375&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84857136375&partnerID=8YFLogxK

U2 - 10.1080/10508406.2011.611775

DO - 10.1080/10508406.2011.611775

M3 - Article

VL - 21

SP - 182

EP - 206

JO - Journal of the Learning Sciences

JF - Journal of the Learning Sciences

SN - 1050-8406

IS - 1

M1 - 611775

ER -