PBL is based in the constructivist theory and is centred around John Dewey’s “learning by doing.”
Constructivist theory says that learning is done by constructing, creating, inventing, and developing our knowledge (Marlowe & Page, 1998).
PBL is thus a way for learners to build their knowledge through a specific task rather by than passively receiving the information from the teacher.
(Chris L. Swiden, Effects of Challenge-Based Learning on Student Motivation and Achievement,)
One of the key elements of CBL is its use of technology to implement solutions and to publish results, obliging learners to present their findings and reflections not just to their class but also to their community.
This broader audience improves engagement and allows learners wider avenues for success. In addition to whatever is learned about the chosen topic, learners gain meaningful skills through CBL projects, including how to share work, collaborate, organize and express themselves more effectively.
Learners garner these valuable takeaways even if the project itself is not successful. The CBL approach may thus serve as a confluence point for changes in teaching and learning, bringing in aspects of experiential learning, multimedia technology, social interaction, and a willingness to look beyond the walls of the classroom for educational opportunities.