Challenged-Based Learning: Virtual PFC Projects Defended on 2020

The universal problem called All But Thesis Syndrome has been in effect for decades. In Computer Science careers, a frequent problem is to increase the number of graduates, given the high demand of the software industry. The article presents CBL methodology as a strategy that contributes to the achievement of academic and personal objectives. Thus, this study aims at identifying and communicating the end-of career products, named as ‘Proyecto Final de Carrera’ projects, analyzed, designed, developed and possibly implemented in times of COVID-19 pandemic, with the approach used in Argentina. Method This study was exploratory through data collected to investigate the subject from a high specificity (sample). The sample consisted of students who defended their PFC projects in 2020. The experience is located in a public university in Argentina. Results: nineteen students -corresponding to sixteen projects, because some of them were designed by teams. - completed and defended their PFC. Five of them were women. Besides, the study revealed that these PFC projects -corresponding to Challenge-based learning- applied the general phases of the software cycle: analysis, design, and development. However, the explicit implementation in target scopes is smaller than the total. It is relevant to note that the number of students who concluded their PFC projects were similar to PFC projects concluded in 2019. These projects have been supported or defended on online modalities. Therefore, these practices have innovated from face-to-face to virtual activity. Thus, virtual modalities implemented them as an innovation allowed students to continue and end their degree studies. Finally, this research essentially contributes to generating empirical evidence in the Computer Science discipline associated with the All But Thesis Syndrome. In addition, this study is associated with the Challenge-based learning as strategies in order to be able to cope with this universal issue.