Challenge-based learning: A ‘entrepreneurship-oriented’ teaching experience
Challenge-based Learning (CBL) is a pedagogical approach that actively involves students in a realistic, problematic and meaningful situation related to their environment, which requires defining a challenge and implementing a solution for it (OIETM, 2015). The CBL methodology was applied by instruc...
- Autores:
- Tipo de recurso:
- Fecha de publicación:
- 2020
- Institución:
- Universidad de Medellín
- Repositorio:
- Repositorio UDEM
- Idioma:
- eng
- OAI Identifier:
- oai:repository.udem.edu.co:11407/5926
- Acceso en línea:
- http://hdl.handle.net/11407/5926
- Palabra clave:
- challenge-based learning
challenges
critical thinking
idea generation
solution proposal
- Rights
- License
- http://purl.org/coar/access_right/c_16ec
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Challenge-based learning: A ‘entrepreneurship-oriented’ teaching experience |
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Challenge-based learning: A ‘entrepreneurship-oriented’ teaching experience |
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Challenge-based learning: A ‘entrepreneurship-oriented’ teaching experience challenge-based learning challenges critical thinking idea generation solution proposal |
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Challenge-based learning: A ‘entrepreneurship-oriented’ teaching experience |
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Challenge-based learning: A ‘entrepreneurship-oriented’ teaching experience |
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Challenge-based learning: A ‘entrepreneurship-oriented’ teaching experience |
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Challenge-based learning: A ‘entrepreneurship-oriented’ teaching experience |
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Challenge-based learning: A ‘entrepreneurship-oriented’ teaching experience |
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challenge-based learning challenges critical thinking idea generation solution proposal |
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challenge-based learning challenges critical thinking idea generation solution proposal |
| description |
Challenge-based Learning (CBL) is a pedagogical approach that actively involves students in a realistic, problematic and meaningful situation related to their environment, which requires defining a challenge and implementing a solution for it (OIETM, 2015). The CBL methodology was applied by instructors with the support of students, part of the management programme from a Colombian university. The goal was to assess the validity of the methodology and examine solutions proposed by students to real-life problems in organisations. After assessing the challenge-based learning (CBL) it can be concluded, that a link to the entrepreneurial orientation exists. This link promotes the development of critical and constructive thinking, while encouraging students to analyse, design, develop and execute solutions for real-life problems, similar to those they will encounter as graduate students in any organisation. © 2020 British Educational Leadership, Management & Administration Society (BELMAS). |
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2020 |
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2021-02-05T14:57:57Z |
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2021-02-05T14:57:57Z |
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2020 |
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Article |
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http://purl.org/coar/version/c_970fb48d4fbd8a85 |
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http://purl.org/coar/resource_type/c_6501 http://purl.org/coar/resource_type/c_2df8fbb1 |
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info:eu-repo/semantics/article |
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8920206 |
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http://hdl.handle.net/11407/5926 |
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10.1177/0892020620969868 |
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8920206 10.1177/0892020620969868 |
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http://hdl.handle.net/11407/5926 |
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eng |
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eng |
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https://www.scopus.com/inward/record.uri?eid=2-s2.0-85095955494&doi=10.1177%2f0892020620969868&partnerID=40&md5=61c7ba7115791a1e6b27650d20749c83 |
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(2008) Challenge based learning: take action and make a difference, , https://www.apple.com/ca/education/docs/Apple-ChallengedBasedLearning.pdf, accessed 16 February 2019 Covin, J., Slevin, D., Strategic management of small firms in hostile and benign environments (1989) Strategic Management Journal, 10 (1), pp. 75-87 Díaz Barriga, F., Romero, E., Heredia, A., Diseño tecnopedagógico de portafolios electrónicos de aprendizaje: una experiencia con estudiantes universitarios (2012) Revista Electrónica de Investigación, 14 (2), pp. 103-117 Facione, P.A., (1990) Critical Thinking: A Statement of Expert Consensus for Purposes of Educational Assessment and Instruction, , California, CA, The California Academic Press Fletcher, T.S., Creative thinking in schools: finding the “just right” challenge for students (2011) Gifted Child Today, 34 (2), pp. 37-42 García Bejar, E., (2014) Innovative Week. CEDDIE Campus Guadalajara, , http://tec21.webtecgdl.com/blog/tag/innovativeweek/, accessed 16 February 2019 Jara, O., (2001) Dilemas y desafíos de la sistematización de experiencias, pp. 1-7. , http://unpan1.un.org/intradoc/groups/public/documents/icap/unpan033278.pdf, Costa Rica, CEP Centro de Estudios y Publicaciones Alforja,, accessed 16 February 2019 Kober, R., Subraamanniam, T., Watson, J., The impact of total quality management adoption on small and medium enterprises’ financial performance (2012) Accounting and Finance, 52 (2), pp. 421-438 Larmer, J., (2014) Project-Based Learning vs. Problem-Based Learning vs. X-BL, , https://www.edutopia.org/blog/pbl-vs-pbl-vs-xbl-john-larmer, (accessed 17 February 2019 Mendoza Molina, X., Bernabeu Tamayo, M.D., (2006) Aprendizaje Basado en Problemas: Competencias del profesional de la salud. Innovación Educativa, , http://www.redalyc.org/articulo.oa?id=179420847008>ISSN1665-2673, (accessed 17 February 2019 Miller, D., Revisited: a reflection on EO research and some suggestions for the future (2011) Entrepreneurship Theory and Practice, 35 (5), pp. 873-894 (2015) Aprendizaje Basado en Retos, , http://eduteka.icesi.edu.co/pdfdir/edutrends-aprendizaje-basado-en-retos.pdf, accessed 17 February 2019 Olivares Olivares, S.L., López Cabrera, M.V., Validación de un instrumento para evaluar la autopercepción del pensamiento crítico en estudiantes de Medicina (2017) Revista Electrónica de Investigación Educativa, 19 (2), pp. 67-77 Olivares Olivares, S.L., López Cabrera, M.V., Valdez-García, J.E., Challenge based learning: innovation experience to solve healthcare problems (2018) Educación Médica, 19 (3), pp. 230-237 Proctor, T., (2010) Creative Problem Solving for Managers: Developing Skills for Decision Making and Innovation, , 3rd edn, New York, NY, Routledge Rowe, C., Klein-Gardner, S., A study of challenge based learning techniques in an introduction to engineering course (2007) Paper presented at2007 Annual Conference & Exposition, , https://peer.asee.org/1520, 24 June 2007, Honolulu, Hawaii,, accessed 17 February 2019 Villa, A., Poblete, M., (2007) Aprendizaje basado en competencias. Una propuesta para la evaluación de las competencias genéricas, , Bilbao, Editorial Mensajero, Colección Estudios e Investigación del ICE, Universidad de Deusto |
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SAGE Publications Ltd |
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Administración de Empresas |
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Facultad de Ciencias Económicas y Administrativas |
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SAGE Publications Ltd |
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Management in Education |
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Universidad de Medellín |
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Repositorio Institucional Universidad de Medellin |
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repositorio@udem.edu.co |
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1808481169310744576 |
| spelling |
20202021-02-05T14:57:57Z2021-02-05T14:57:57Z8920206http://hdl.handle.net/11407/592610.1177/0892020620969868Challenge-based Learning (CBL) is a pedagogical approach that actively involves students in a realistic, problematic and meaningful situation related to their environment, which requires defining a challenge and implementing a solution for it (OIETM, 2015). The CBL methodology was applied by instructors with the support of students, part of the management programme from a Colombian university. The goal was to assess the validity of the methodology and examine solutions proposed by students to real-life problems in organisations. After assessing the challenge-based learning (CBL) it can be concluded, that a link to the entrepreneurial orientation exists. This link promotes the development of critical and constructive thinking, while encouraging students to analyse, design, develop and execute solutions for real-life problems, similar to those they will encounter as graduate students in any organisation. © 2020 British Educational Leadership, Management & Administration Society (BELMAS).engSAGE Publications LtdAdministración de EmpresasFacultad de Ciencias Económicas y Administrativashttps://www.scopus.com/inward/record.uri?eid=2-s2.0-85095955494&doi=10.1177%2f0892020620969868&partnerID=40&md5=61c7ba7115791a1e6b27650d20749c83(2008) Challenge based learning: take action and make a difference, , https://www.apple.com/ca/education/docs/Apple-ChallengedBasedLearning.pdf, accessed 16 February 2019Covin, J., Slevin, D., Strategic management of small firms in hostile and benign environments (1989) Strategic Management Journal, 10 (1), pp. 75-87Díaz Barriga, F., Romero, E., Heredia, A., Diseño tecnopedagógico de portafolios electrónicos de aprendizaje: una experiencia con estudiantes universitarios (2012) Revista Electrónica de Investigación, 14 (2), pp. 103-117Facione, P.A., (1990) Critical Thinking: A Statement of Expert Consensus for Purposes of Educational Assessment and Instruction, , California, CA, The California Academic PressFletcher, T.S., Creative thinking in schools: finding the “just right” challenge for students (2011) Gifted Child Today, 34 (2), pp. 37-42García Bejar, E., (2014) Innovative Week. CEDDIE Campus Guadalajara, , http://tec21.webtecgdl.com/blog/tag/innovativeweek/, accessed 16 February 2019Jara, O., (2001) Dilemas y desafíos de la sistematización de experiencias, pp. 1-7. , http://unpan1.un.org/intradoc/groups/public/documents/icap/unpan033278.pdf, Costa Rica, CEP Centro de Estudios y Publicaciones Alforja,, accessed 16 February 2019Kober, R., Subraamanniam, T., Watson, J., The impact of total quality management adoption on small and medium enterprises’ financial performance (2012) Accounting and Finance, 52 (2), pp. 421-438Larmer, J., (2014) Project-Based Learning vs. Problem-Based Learning vs. X-BL, , https://www.edutopia.org/blog/pbl-vs-pbl-vs-xbl-john-larmer, (accessed 17 February 2019Mendoza Molina, X., Bernabeu Tamayo, M.D., (2006) Aprendizaje Basado en Problemas: Competencias del profesional de la salud. Innovación Educativa, , http://www.redalyc.org/articulo.oa?id=179420847008>ISSN1665-2673, (accessed 17 February 2019Miller, D., Revisited: a reflection on EO research and some suggestions for the future (2011) Entrepreneurship Theory and Practice, 35 (5), pp. 873-894(2015) Aprendizaje Basado en Retos, , http://eduteka.icesi.edu.co/pdfdir/edutrends-aprendizaje-basado-en-retos.pdf, accessed 17 February 2019Olivares Olivares, S.L., López Cabrera, M.V., Validación de un instrumento para evaluar la autopercepción del pensamiento crítico en estudiantes de Medicina (2017) Revista Electrónica de Investigación Educativa, 19 (2), pp. 67-77Olivares Olivares, S.L., López Cabrera, M.V., Valdez-García, J.E., Challenge based learning: innovation experience to solve healthcare problems (2018) Educación Médica, 19 (3), pp. 230-237Proctor, T., (2010) Creative Problem Solving for Managers: Developing Skills for Decision Making and Innovation, , 3rd edn, New York, NY, RoutledgeRowe, C., Klein-Gardner, S., A study of challenge based learning techniques in an introduction to engineering course (2007) Paper presented at2007 Annual Conference & Exposition, , https://peer.asee.org/1520, 24 June 2007, Honolulu, Hawaii,, accessed 17 February 2019Villa, A., Poblete, M., (2007) Aprendizaje basado en competencias. Una propuesta para la evaluación de las competencias genéricas, , Bilbao, Editorial Mensajero, Colección Estudios e Investigación del ICE, Universidad de DeustoManagement in Educationchallenge-based learningchallengescritical thinkingidea generationsolution proposalChallenge-based learning: A ‘entrepreneurship-oriented’ teaching experienceArticleinfo:eu-repo/semantics/articlehttp://purl.org/coar/version/c_970fb48d4fbd8a85http://purl.org/coar/resource_type/c_6501http://purl.org/coar/resource_type/c_2df8fbb1Pérez-Sánchez, E.O., Faculty of Management and Economics, Universidad de Medellin, Medellin, ColombiaChavarro-Miranda, F., School of Business and Economics, Maastricht University, Maastricht, NetherlandsRiano-Cruz, J.D., Newcastle University, Newcastle upon Tyne, United Kingdomhttp://purl.org/coar/access_right/c_16ecPérez-Sánchez E.O.Chavarro-Miranda F.Riano-Cruz J.D.11407/5926oai:repository.udem.edu.co:11407/59262021-02-05 09:57:57.628Repositorio Institucional Universidad de Medellinrepositorio@udem.edu.co |