Abstract:

The recent pandemic has required a rapid and agile adaptation of teaching environments and methodologies in higher education institutions (HEIs). The emergence of COVID-19 has forced the transformation of face-to-face teaching into 100% online teaching at a global scale. To meet this requirement, HEIs have relied not only on investing in technological tools, but also on the increasing digital skills of both teachers and students. This paper studies the implementation of Challenge Based Learning (CBL) methodology during the 2018-19 and 2019-20 academic courses in Business subjects at Universidad Europea. The analysis focuses on two aspects: (i) improvement to evaluation when a competency-based assessment rubric is used; and (ii) the resilience of CBL to the impact of COVID-19 in terms of skills development, student engagement and satisfaction with the knowledge gained, highlighting the main methodological challenges and advantages. Data collection is achieved through both surveys answered by students and teachers and the reflective journal filled in by the latter. We observe that it is possible to implement this methodology in new teaching and learning environments, as long as certain conditions are met and the necessary digital tools are available. Moreover, the advantages of the CBL methodology in the context of a pandemic affecting traditional teaching methodologies at all educational levels are pointed out. Finally, future lines of research in challenge-based learning and action research are proposed.

Keywords:

Challlenge Based Learning, Learning and teaching methodologies, COVID19, Distance learning, Experiential learning, Student engagement.