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Start date: 2020Subject: search.filters.subject.Challenge-based learning

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    Item type:Publication,
    An Experiential Learning and Authentic Assessment Framework for Challenge-Based Learning
    (MDPI AG, 2026)
    Salinas-Navarro, David Ernesto  
    ;
    Palma-Mendoza, Jaime Alberto
    This research-to-practice study presents a design-oriented framework that integrates challenge-based learning (CBL), experiential learning (EL), and authentic assessment (AA) to support competency development in higher education. The framework aligns the stages of CBL (i.e., engagement, investigation, and solution) with Kolb’s experiential learning cycle and core AA principles, including realism, cognitive challenge, and evaluative judgement. Learning activities are structured around real-world challenges that reflect professional practice, enabling a coherent progression from experience to reflection, conceptualisation, and evaluation, and supporting the systematic development and assessment of student competencies. A single case study illustrates the application of the framework in industrial engineering education, implemented across six interdisciplinary modules at a private university in Mexico. Students engaged in process improvement projects within six small and medium-sized enterprises, fostering problem solving, decision making, and evaluative judgement in authentic contexts. The findings indicate that the framework supports the development of problem-solving and communication competencies, demonstrating its design coherence and practical feasibility. The framework provides structured guidance for educators to align learning objectives, activities, and assessments within CBL environments. However, limitations related to pedagogical integration and the single-case design constrain the generalisability of the findings. Future research should explore cross-disciplinary applications, longitudinal competency development, and adaptation to emerging educational contexts. © The authors © MDPI.
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    Item type:Publication,
    Challenge-Based Learning for Active Learning in Industrial Engineering Education
    (Emerald Publishing Limited, 2025)
    Palma-Mendoza, Jaime A.
    ;
    Salinas-Navarro, David Ernesto  
    ;
    Arana-Solares, Ivan A.
    ;
    Franco-Herrera, Froylan
    This chapter delves into the design of active learning activities for competence development in industrial engineering students through challenge-based learning (CBL). A learning challenge, as a purposeful experience, is proposed to expose students to real-world situations through experiential learning (EL). Around a challenge, tutors and students collaborate with an organization as an educational partner to develop alternative solutions in line with their intended learning outcomes. A case study is presented to exemplify the development of active learning activities within a CBL and EL framework that supports authentic assessment (AA) in a group of industrial engineering aggregated courses at Tecnologico de Monterrey in Mexico. The learning challenge provides promising results for the satisfactory development of student competences and the AA of their learning outcomes. However, limitations do exist concerning difficulties in the design and implementation process, which require further work. ©The authors ©Emerald.
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    Item type:Publication,
    Implementing a challenge-based learning experience in a bioinstrumentation blended course
    (BMC, 2024)
    Santos-Díaz, Alejandro
    ;
    Montesinos, Luis
    ;
    Barrera-Esparza, María
    ;
    Perez-Desentis, Maria del Mar
    ;
    Salinas-Navarro, David Ernesto  
    Background: Bioinstrumentation is essential to biomedical engineering (BME) undergraduate education and professional practice. Several strategies have been suggested to provide BME students with hands-on experiences throughout the curriculum, promoting their preparedness to pursue careers in industry and academia while increasing their learning and engagement. This paper describes the implementation of challenge-based learning (CBL) in an undergraduate bioinstrumentation blended course over the COVID-19 pandemic. Methods: The CBL experience was implemented in a third-year bioinstrumentation course from the BME program at Tecnologico de Monterrey. Thirty-nine students enrolled in two sections formed fourteen teams that tackled blended learning activities, including online communication, lab experiments, and in-person CBL activities. Regarding the latter, students were challenged to design, prototype, and test a respiratory or cardiac gating device for radiotherapy. An institutional student opinion survey was used to assess the success of our CBL implementation. Results: Student responses to the end-of-term survey showed that they strongly agreed that this course challenged them to learn new concepts and develop new skills. Furthermore, they rated the student-lecturer interaction very positively despite the blended format. Overall, students assessed their learning experience positively. However, implementing this CBL experience required a substantial time increase in planning, student tutoring, and constant communication between lecturers and the industry partner. Conclusion: This work provides an effective instance of CBL for BME education to improve students’ learning experience despite decreased resource efficiency. Our claim is supported by the student’s performance and the positive feedback from our industrial partner. © The authors, BMC Medical Education.
    Scopus© Citations 1  9