A Challenge-Based Learning Intensive Course for Competency Development in Undergraduate Engineering Students: Case Study on UAVs

Abstract

Accelerated advances in science and technology drive the need for professionals with flexible problem-solving abilities towards a collaborative working environment. The advances pose a challenge to educational institutions about how to develop learning environments that contribute to meeting the aforementioned necessity. Additionally, the fast pace of technology and innovative knowledge are encouraging universities to employ challenge-based-learning (CBL) approaches in engineering education supported by modern technology such as unmanned aerial vehicles (UAVs) and other advanced electronic devices. Within the framework of competency-based education (CBE) and CBL are the design, implementation, and evaluation of an intensive 40 h elective course which includes a 5-day challenge to promote the development of disciplinary and transversal competencies in undergraduate engineering students whilst relying on UAVs as the medium where the teaching–learning process takes place. Within this credit course, a case study was carried out considering the framework of an exploratory mixed-methods educational research approach that sought a broad understanding of the studied phenomena using various data collection instruments with quantitative and qualitative characteristics. An innovative academic tool was introduced, namely a thematic UAV platform that systematically exposed students to the principles underlying robotic systems and the scientific method, thereby stimulating their intellectual curiosity as a trigger to solve the posed challenge. Moreover, students came up with innovative teamwork-based solutions to a designed challenge while having an enjoyable and motivating time flying drones on an indoor obstacle course arranged by themselves. The preliminary findings may contribute to the design of other CBL experiences, supported by technology applied for educational purposes, which could promote the development of more disciplinary and transversal competencies in future engineers.

Aplicación experimental desde las unidades de estudio de química general y gestión de proyectos para la caracterización química y medioambiental en matrices urbanas con estudiantes de la facultad de Ingeniería de la Universidad EAN

“…Las actuales tendencias sociales, ambientales, económicas y políticas requieren que la educación se convierta en un proceso integral dentro y fuera de las escuelas y/o universidades, brindando conocimiento en ciencias básicas, ciencias humanas y ciencias económicas transversalizados, que respondan a las necesidades multiculturales y pluriculturales globales [1], [2]. Dando como resultado, la necesidad de contar con profesionales que presenten competencias para solucionar los retos que hoy enfrentamos como humanidad.…”

“…Además de, tener en los equipos de trabajo perfiles diferentes para lograr una multidisciplinariedad en la solución de problemas reales [8]- [10]. Esta diversidad ofrece grandes oportunidades de aprendizaje, además de lo conceptual, ya que los estudiantes trabajan en un ambiente global [1,2]. Este enfoque ha sido fuertemente acogido para la enseñanza de ciencias básicas en la mayoría de las aulas académicas se ha centrado en metodologías experimentales, por su rigurosidad metodológica y por la aceptación de los conceptos validados en la comunidad científica [3].…”

Effectiveness of Challenge-Based Learning in Undergraduate Engineering Programs from Competencies and Gender Perspectives

“…Additionally, other works have found that CBL improves grades contrasted to traditional learning or reduces its dispersion around the mean like explained in [41,42]. In the case of the Tec21 educational model, authors in [43][44][45] report implementations in engineering, sciences, humanities, and education finding advantages in the integration of flexible learning paths, and support for disciplinary and transversal competency development. Additionally, authors in [17,40,46] state that the CBL strategy used by Tecnologico de Monterrey results in better student grades when compared to those obtained by students enrolled in a course with a traditional teaching-learning strategy.…”