Qualitative assessment of a challenge-based learning and teamwork applied in electronics program

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dc.contributor.authorRomero Yesa, Susana
dc.contributor.authorFonseca Escudero, David
dc.contributor.authorAláez, Marian
dc.contributor.author Amo Filvà, Daniel
dc.date.accessioned2025-07-16T11:24:41Z
dc.date.available2025-07-16T11:24:41Z
dc.date.issued2023-12
dc.date.updated2025-07-16T11:24:41Z
dc.description.abstractEvery student of industrial technology engineering must develop and acquire specific electronic competencies and skills, such as those pertaining to the design, analysis, and assembly of basic circuits in the context of both analogue and digital electronics, including the corresponding instrumentation. Additionally, as is the case for practically all university degrees but has not always been addressed adequately in the field of engineering, generic competencies such as oral communication and teamwork must be acquired. The experience discussed in the article focuses on the design, implementation, and assessment of a hybrid (face-to-face and virtual) educational activity that facilitates the acquisition of specific engineering skills through a teamwork-based approach and enhances communication among students in the context of experimentation. The students, who are divided into teams, must develop a series of embedded systems with the aim of providing a solution to a problem derived from Sustainable Development Goal 11: Sustainable Cities and Communities. This approach entails the challenge of working with a heterogeneous sample of students studying for a dual degree in design and mechanics, whose motivations are also highly varied. The innovative objective of the educational proposal focuses on adapting the practice to the roles and profiles of the students and tailoring project phases to the competency needs of each student. The results highlight the need to design real practices that foster the motivation of engineering students; they also emphasize the fact that in the context of teamwork, roles pertaining to the specific competencies required by dual-degree students should be defined. The evaluation of such an experiment using the Bipolar Laddering Assessment has exhibited utility and reliability regarding small samples of users and has been shown to be valid regarding identifying the strengths and weaknesses of educational experiments.en
dc.description.sponsorshipThis research was funded by the project “Improving social and collaborative competences of undergraduate students using active methodologies. A mixed assessment approach”, granted at the VI Call of ACM (Aristos Campus Mundus) Research Projects—2020, with the grant number: ACM2020_02, and the project: “Autorregulacion ´ en el proceso de aprendizaje: Regulando el riesgo de abandono temprano”, granted at the IX Call of ACM (Aristos Campus Mundus) Research Projects—2023, with the grant number: ACM2023_27en
dc.identifier.citationRomero-Yesa, S., Fonseca, D., Aláez, M., & Amo-Filva, D. (2023). Qualitative assessment of a challenge-based learning and teamwork applied in electronics program. Heliyon, 9(12). https://doi.org/10.1016/J.HELIYON.2023.E22739
dc.identifier.doi10.1016/J.HELIYON.2023.E22739
dc.identifier.issn2405-8440
dc.identifier.urihttps://hdl.handle.net/20.500.14454/3240
dc.language.isoeng
dc.publisherElsevier Ltd
dc.rights© 2023 The Authors
dc.titleQualitative assessment of a challenge-based learning and teamwork applied in electronics programen
dc.typejournal article
dcterms.accessRightsopen access
oaire.citation.issue12
oaire.citation.titleHeliyon
oaire.citation.volume9
oaire.licenseConditionhttps://creativecommons.org/licenses/by-nc-nd/4.0/
oaire.versionVoR
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