Table A1 Differences between... | Emerald Publishing

Table A1

Differences between project-based learning, problem-based learning and challenge-based leaning

Technique/characteristic	Project-based learning	Problem-based learning	Challenge-based learning
Learning	Students build their knowledge through a specific task. The knowledge acquired is applied to carry out the assigned project	Students acquire new information through self-directed learning, using designed problems. The knowledge acquired is applied to solve the problem at hand	Students work with teachers and experts in their communities on real-world problems in order to develop a deeper knowledge of the subjects they are studying./It is the challenge itself that triggers the generation of new knowledge and the necessary tools or resources
Focus	Confronts the students with a relevant situation and redefines the problematic for which a solution is required	Confronts students with a relevant problematic situation, often fictional, for which a real solution is not needed	Confronts students with an open, relevant, problematic situation, which requires a real solution
Product	Requires the students to generate a project, a presentation or an implementation of the solution	Focuses more on the learning processes than on the resulting products of the solutions	Focus more on the learning processes than on the products of the solutions
Process	Students work on the assigned project so that their engagement generates products, and they learn as a result	Students work with the problem in a way that tests their ability to reason and apply their knowledge to be evaluated according to their learning level. Students analyze, design, develop and execute	Students analyze, design, develop and execute the best solution in order to tackle the challenge in a way they and other people see and measure
Teacher’s role	Facilitator and project manager	Facilitator, guide, tutor or professional adviser	Coach, co- researcher, and designer

Technique/characteristic	Project-based learning	Problem-based learning	Challenge-based learning
Learning	Students build their knowledge through a specific task. The knowledge acquired is applied to carry out the assigned project	Students acquire new information through self-directed learning, using designed problems. The knowledge acquired is applied to solve the problem at hand	Students work with teachers and experts in their communities on real-world problems in order to develop a deeper knowledge of the subjects they are studying./It is the challenge itself that triggers the generation of new knowledge and the necessary tools or resources
Focus	Confronts the students with a relevant situation and redefines the problematic for which a solution is required	Confronts students with a relevant problematic situation, often fictional, for which a real solution is not needed	Confronts students with an open, relevant, problematic situation, which requires a real solution
Product	Requires the students to generate a project, a presentation or an implementation of the solution	Focuses more on the learning processes than on the resulting products of the solutions	Focus more on the learning processes than on the products of the solutions
Process	Students work on the assigned project so that their engagement generates products, and they learn as a result	Students work with the problem in a way that tests their ability to reason and apply their knowledge to be evaluated according to their learning level. Students analyze, design, develop and execute	Students analyze, design, develop and execute the best solution in order to tackle the challenge in a way they and other people see and measure
Teacher’s role	Facilitator and project manager	Facilitator, guide, tutor or professional adviser	Coach, co- researcher, and designer

Source(s): Membrillo-Hernández et al. (2019, p. 1105)