A promising methodology. Assessing the pedagogical value of hackathons.
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| Title: | A promising methodology. Assessing the pedagogical value of hackathons. |
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| Authors: | Resch, Katharina1,2 (AUTHOR) katharina.resch@ph-ooe.at, Freudhofmayer, Sabine3 (AUTHOR), Martínez-Usarralde, María-Jesús4 (AUTHOR) |
| Source: | Active Learning in Higher Education. Jul2026, Vol. 27 Issue 3, p291-305. 15p. |
| Subject Terms: | *Learning theories in education, *Inquiry-based learning, *Teaching methods, *Experiential learning, *Higher education, *Service learning, *Problem-based learning, Hackathons |
| Abstract: | Hackathons have become increasingly popular in higher education, although prior research about their use in the higher education sector is limited in scope and does not link the new pedagogy to learning theories. In contrast to the main literature in this field, our research adopts a conceptual rather than an empirical focus and is built on two comparative analyses. The first of these is a placement of hackathons within learning theories, in particular inquiry-based learning, experiential learning, challenge-based learning, problem-based and project-based learning. The second is a comparative analysis of hackathons with other community-based methodologies, that is, service-learning, challenge-based learning and community-based research, with which many educators already identify. Hence, our study lays the ground for assessing the pedagogical value of hackathons in higher education and provides a methodological comparison for educators, who aim to use this type of pedagogy in their applied coursework. [ABSTRACT FROM AUTHOR] |
| Copyright of Active Learning in Higher Education is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 194948231 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=194948231 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1177/14697874251330793 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 15 StartPage: 291 Subjects: – SubjectFull: Learning theories in education Type: general – SubjectFull: Inquiry-based learning Type: general – SubjectFull: Teaching methods Type: general – SubjectFull: Experiential learning Type: general – SubjectFull: Higher education Type: general – SubjectFull: Service learning Type: general – SubjectFull: Problem-based learning Type: general – SubjectFull: Hackathons Type: general Titles: – TitleFull: A promising methodology. Assessing the pedagogical value of hackathons. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Resch, Katharina – PersonEntity: Name: NameFull: Freudhofmayer, Sabine – PersonEntity: Name: NameFull: Martínez-Usarralde, María-Jesús IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 07 Text: Jul2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 14697874 Numbering: – Type: volume Value: 27 – Type: issue Value: 3 Titles: – TitleFull: Active Learning in Higher Education Type: main |
| ResultId | 1 |
