Challenge-based learning applied with computer engineering students

Society demands professionals with technical and cognitive skills applicable in workplace contexts. Consequently, university students must be acquainted with issues linked to the professional sphere, and it is necessary that innovative teaching strategies such as Challenge-Based Learning (CBL) be implemented to enable students to acquire skills for the working world. The purpose of this research was to ascertain the perception that 32 Computer Engineering students had regarding the application of CBL during the fifth and sixth semesters of their education. To achieve this, students were tasked with solving a challenge that involved three subjects: databases, software engineering, and internet programming. A holistic approach was followed, and the research was descriptive. Data were collected through an instrument consisting of five open-ended questions, querying students about advantages, disadvantages, encountered difficulties, experiences, and suggestions regarding the implemented strategy. A qualitative analysis technique was applied to the comments provided by the students. The results highlighted expressions of resistance to change, teamwork, and product delivery time, as well as learning difficulties on topics enabling them to solve the challenge. They also expressed organizational difficulties for teamwork. Additionally, they indicated that collaboration necessitated better group communication to proceed with the challenge and provided them with insight into professional practice. The students suggested further implementation of such strategies, preferably with projects proposed by themselves.