Challenge-based learning: an I-semester for experiential learning in Mechatronics Engineering

Félix-Herrán, Luis C.; Rendon‐Nava, Adrian E.; Jalil, José Manuel Nieto

doi:10.1007/s12008-019-00602-6

Cited by 36 publications

(27 citation statements)

References 5 publications

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“…industry partners, community members) collaborate in most CBL case studies (A. R. Santos et al, 2015). This collaboration can be students working with other students in groups or teams (Da Costa et al, 2018); students, academics and industry partners collaborating to find solutions to a challenge (Bordonau et al, 2017;Díaz Martínez, 2019;Membrillo-Hernández, J. Ramírez-Cadena, et al, 2019) and provide student feedback (Félix-Herrán, Rendon-Nava, & Nieto Jalil, 2019); and students collaborating with community members to define challenges, and identify, develop and present solutions (Cruger, 2018;Malmqvist et al, 2015;Maya, Garcia, Britton, & Acuña, 2017).…”

Section: Collaboration Between Students Academic and Extra-academic Actorsmentioning

confidence: 99%

“…Nichols et al (2016) and Giorgio and Brophy (2001)) were often described within the literature, flexible adaptation of CBL approaches was very common. For example, experiential learning, competency based learning and CBL (Garay-Rondero et al, 2019), research based learning and CBL (Morales-Menendez et al, 2019), CBL and design thinking (Gama, Alencar, et al, 2019;Gama, Castor, et al, 2019), CBL and competency based education (Félix-Herrán et al, 2019), CBL and challenge based instruction (Fidalgo-Blanco et al, 2016), design challenge based learning (DCBL) (Blevis, 2010), CBL and feedback (CFL) (Sternad, 2015), CBL, flipped classroom, and case based learning (Hartono, Kosala, Supangkat, & Ranti, 2018), CBL and agile practices (A. Santos, Sales, Fernandes, & Kroll, 2018), CBL and problem based learning (Barry et al, 2008) and CBL and game design thinking (Siqueira da Silva, 2018).…”

Section: Flexibilitymentioning

confidence: 99%

“…oral presentation (Gabriel, 2014). These rubrics were, in most cases, developed by the academic team rather than collaboratively with students (Félix-Herrán et al, 2019;Valenzuela et al, 2018). In some cases, existing rubrics such as the Research Skills Development Framework (RSD) were used for assessment (Hernández-de-Menéndez et al, 2019).…”

Section: Assessmentmentioning

confidence: 99%

“…Challenges faced with implementing CBL included a high level of uncertainty emerging from the challenges (Membrillo-Hernández, J. Ramírez-Cadena, et al, 2019), the need for flexibility when working with industry partners (Mora-Salinas et al, 2019), educator resistance to technology or non-traditional ways of teaching (Félix-Herrán et al, 2019;Lam, 2016;Lin & Chen, 2018), additional time needed by academics for evaluation (Díaz Martínez, 2019) and students for working on the challenge (Detoni et al, 2019), difficulties related to the generalizability of the curriculum design (Yang et al, 2018), the need for student support during the transition to CBL teaching (Dornfeld Tissenbaum & Jona, 2018), a lack of student technical skills (Binder et al, 2017), a need for additional technical resources, a lack of hierarchy causing student demotivation (Cheung et al, 2011), third level students being accustomed to traditional forms of learning (L. Johnson & Brown, 2011), accommodating multidisciplinary student groups, and decreased ability to offer subject specific feedback (Malmqvist et al, 2015). Some literature noted the importance of discussing CBL at a policy level within universities such as setting up a steering group (Lin & Chen, 2018) to mitigate for some of these challenges.…”

Section: Challenges With Implementing Cblmentioning

confidence: 99%

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Challenge-based learning in higher education: an exploratory literature review

Gallagher

Savage

2020

Teaching in Higher Education

171

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Section: Collaboration Between Students Academic and Extra-academic Actorsmentioning

confidence: 99%

Section: Flexibilitymentioning

confidence: 99%

Section: Assessmentmentioning

confidence: 99%

Section: Challenges With Implementing Cblmentioning

confidence: 99%

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Challenge-based learning in higher education: an exploratory literature review

Gallagher

Savage

2020

Teaching in Higher Education

171

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“…The creative behaviors stimulate new ideas and solutions that contribute to the enhancement of the learning process and in developing new thinking skills. Furthermore, this has a direct impact on developing professional skills and contribute to achieving the quality of innovative learning, enabling the transformation of new concepts into reality with added value processes, functions, services, or products [16][17][18][19][20][21][22][23].…”

Section: Experiential Learning and Thinking Skillsmentioning

confidence: 99%

Mechatronics: Experiential Learning and the Stimulation of Thinking Skills

2021

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The development of experiential learning methodologies is gaining attention, due to its contributions to enhancing education quality. It focuses on developing competencies, and build-up added values, such as creative and critical thinking skills, with the aim of improving the quality of learning. The interdisciplinary mechatronics field accommodates a coherent interactive concurrent design process that facilitates innovation and develops the desired skills by adopting experiential learning approaches. This educational learning process is motivated by implementation, assessment, and reflections. This requires synergizing cognition, perception, and behavior with experience sharing and evaluation. Furthermore, it is supported by knowledge accumulation. The learning process with active student’s engagement (participation and investigation) is integrated with experimental systems that are developed to facilitate experiential learning supported by properly designed lectures, laboratory experiments, and integrated with course projects. This paper aims to enhance education, learning quality, and contribute to the learning process, while stimulating creative and critical thinking skills. The paper has adopted a student-centered learning approach and focuses on developing training tools to improve the hands-on experience and integrate it with project-based learning. The developed experimental systems have their learning indicators where students acquire knowledge and learn the target skills through involvement in the process. This is inspired by collaborative knowledge sharing, brainstorming, and interactive discussions. The learning outcomes from lectures and laboratory experiments are synergized with the project-based learning approach to yield the desired promising results and exhibit the value of learning. The effectiveness of the developed experimental systems along with the adopted project-based learning approach is demonstrated and evaluated during laboratory sessions supporting different courses at Sanyo-Onoda City University, Yamaguchi, Japan, and at the American University in Cairo.

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Challenge‐based learning implementation in engineering education: A systematic literature review

Doulougeri,

Vermunt,

Bombaerts

et al. 2024

J of Engineering Edu

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BackgroundChallenge‐based learning (CBL) is a pedagogical approach increasingly adopted in engineering education. Despite its growing practice, there is little consensus in the literature about how CBL is implemented in engineering curricula and what experiences teachers and students have in relation to it.PurposeTo address this gap, the following research questions guided the study: How is CBL currently implemented in engineering education? What difficulties and lessons learned are associated with the implementation of CBL?MethodsWe systematically reviewed the empirical literature published between 2010 and 2021. Forty‐eight empirical studies describing CBL implementation were analyzed using the curricular spider‐web framework.ResultsThe review shows the variation in CBL implementation at the course and project levels. CBL courses and projects shared the use of open‐ended, real‐world challenges as a starting point for student learning. However, they differed in the embeddedness of a challenge in specific courses and the focus of the learning, which ranged across knowledge acquisition, knowledge application, and development of transversal skills. CBL experiences also varied in terms of challenge characteristics, such as the link with global societal challenges, stakeholders' involvement, and multidisciplinarity. Similar difficulties and lessons learned were reported by teachers and students across the different examples of CBL implementation.ConclusionsCBL as a pedagogical approach in engineering education can promote student engagement with complex societal challenges within a real‐world context. However, there are limitations to the review and implications of the findings for educational research and practice.

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Challenge-based learning: an I-semester for experiential learning in Mechatronics Engineering

Cited by 36 publications

References 5 publications

Challenge-based learning in higher education: an exploratory literature review

Challenge-based learning in higher education: an exploratory literature review

Mechatronics: Experiential Learning and the Stimulation of Thinking Skills

Challenge‐based learning implementation in engineering education: A systematic literature review

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