The PBL Methodology in a Hybrid Class in an Integrative Systems Engineering Course

Rios E.S.P.E.; Meza F.N.G.; Arias I.C.B.; Cavalie F.L. · Proceedings - 10th International Symposium on Accreditation of Engineering and Computing Education, ICACIT 2024 (2024) · DOI: 10.1109/icacit62963.2024.10788564

Resumen

The educational process is enriched when transformed to merge creativity, collaboration, knowledge, and expression into a student-centered teaching-learning plan that transcends traditional classroom boundaries. The present study aims to present the experience of a learning session applying the active project-based learning (PBL) methodology, where 50 systems and computer engineering students presented 15 educational chatbot projects. In the project's development, the SCRUM project management framework was used as the course lasted eight weeks. The project guidelines were provided at the beginning of class after elaborating on an activity guide (responsibilities of the teacher and student, guides, presentations, and activities). The results were the participation of the students in developing the educational chatbot projects in the course and developing soft and hard skills through teamwork and presentations. It is concluded that the PBL methodology allows students to participate actively and collaboratively in the Virtual Classroom according to their abilities and skills to achieve the objective set; thus, the university prepares the students with the necessary competencies for their graduation, allowing them to perform effectively in the world of work because they learn to develop projects in real situations. The proper incorporation of the active PBL methodology in the virtual course of Project Workshop 2 contributed to the student's achievement of learning outcomes.

Instituciones: Universidad Tecnológica del Perú; Universidad Continental