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dc.contributorUniversitat Ramon Llull. La Salle
dc.contributor.authorRomero-Yesa, Susana
dc.contributor.authorFonseca, David
dc.contributor.authorAláez, Marian
dc.contributor.authorAmo-Filva, Daniel
dc.date.accessioned2023-12-14T10:14:22Z
dc.date.issued2023-11-22
dc.identifier.issn2405-8440ca
dc.identifier.urihttp://hdl.handle.net/20.500.14342/3653
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.ca
dc.format.extent17ca
dc.language.isoengca
dc.publisherScienceDirectca
dc.relation.ispartofHeliyonca
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 International*
dc.rights© L'autor/a*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.subject.otherElectrònicaca
dc.subject.otherEnginyeria--Ensenyamentca
dc.subject.otherCircuits electrònicsca
dc.titleQualitative assessment of a challenge-based learning and teamwork applied in electronics programca
dc.typeinfo:eu-repo/semantics/articleca
dc.rights.accessLevelinfo:eu-repo/semantics/embargoedAccess
dc.date.embargoEnd9999-01-01
dc.embargo.termsforeverca
dc.subject.udc62ca
dc.subject.udc621.3ca
dc.identifier.doihttps://doi.org/10.1016/j.heliyon.2023.e22739ca
dc.description.versioninfo:eu-repo/semantics/publishedVersionca


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Mostra el registre parcial de l'element

Attribution-NonCommercial-NoDerivatives 4.0 International
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