Students' tensions in challenge-driven collaboration across cultures

This full research paper reports on a study regarding students' views and experiences of teamwork in a challenge-driven course (also known as challenge-based learning). The students were situated in either the European university offering the course, or, in an African university where challenge-based learning was introduced for the first time. This study was performed as a case based study using thematic analysis to gain better understanding of students' views and experiences of challenge-driven, multicultural blended/online teamwork. The students were found to have different approaches during their teamwork: task-driven or relationship-driven approaches and, in addition, patience and solution-driven in regards to the digital technology. These findings can provide a deeper understanding for teachers that wish to organize collaboration between universities to support engineering students' collaborative learning in challenge-based/ driven education.