Effectiveness of Challenge-Based Instruction in Biomechanics

Journal of Engineering Education, Oct 2006 by Roselli, Robert J, Brophy, Sean P

B. Treatment: Challenge-based Model of Instruction

The CBI model uses a modular architecture [23] to organize sp�cifie units of instruction around challenges that integrate important concepts in biomechanics. Details of specific challenge-based modules and course organization are described elsewhere [18-20]. Below we describe several of the critical instructional interventions that define these as challenge-based modules and their relevance to the How People Learn framework.

An effective challenge-based course does not result from simply stringing together a number of unrelated challenge-based modules. The initial planning process, in which course learning objectives are defined and matched to module learning objectives, is an essential step in the process [20]. Modules were assembled very carefully to make sure that they included all of the relevant portions of the biomechanics taxonomy. In BME 101 we found that 10-13 modules were sufficient to cover all of the learning objectives. These were implemented to a limited degree in the following year.

The transformed course was initially a mixture of traditional instruction, augmented with several challenge-based modules developed using the Legacy Cycle. The number of modules increased with time and was supplemented by additional methods and tools:

* A Classroom Communication System [25] was used to provide in-class formative assessment for each challenge and to stimulate learner-centered activities in the classroom.

* Several short PowerPoint lectures with audio (

* Often students were asked to begin working homework problems in class, which acted as a catalyst for further discussion about the fundamental concepts.

* An online vector tutorial with pre-test and post-test sections was developed to help students review relevant topics in vector operations [26]. This was used to free two class periods which had previously been used to review this material.

* An online Free Body Diagram Assistant was developed to provide students with immediate diagnostic feedback as they constructed a variety of free body diagrams for homework [27].

* Other diagnostic online assignments were developed to provide formative assessment to students as they worked homework assignments, particularly problems that students had difficulties with in the past [26].

Implementation of these supplemental methods was gradual. As time progressed, new challenge-based modules were developed and old ones refined based on students' performance on post tests, responses to surveys, and the instructor's reflections on what could be improved. During the second year we also began to identify and test knowledge-based questions that could be used in the comparison study described below. By the end of the second year, the entire course content was organized around challenges. The overall taxonomic coverage was virtually identical to coverage based on taxonomy-driven instruction, but with the advantage of placing this instruction fully within the HPL framework.