Adaptation of a Computer Programming Course to the ESHE Requirements: Evaluation Five Years Later

Autor/inn/en	Valveny, Ernest; Benavente, Robert; Lapedriza, Agata; Ferrer, Miquel; Garcia-Barnes, Jaume; Sanchez, Gemma
Titel	Adaptation of a Computer Programming Course to the ESHE Requirements: Evaluation Five Years Later
Quelle	In: European Journal of Engineering Education, 37 (2012) 3, S.243-254 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0304-3797
DOI	10.1080/03043797.2012.678986
Schlagwörter	Student Projects; Computer Assisted Instruction; Cooperative Learning; Active Learning; Computers; Programming; Foreign Countries; Teaching Methods; Curriculum Development; Outcomes of Education; Engineering Education; Spain + Suchen Sie Ihr Suchwort? Schulprojekt; Computer based training; Computerunterstützter Unterricht; Kooperatives Lernen; Aktives Lernen; Digitalrechner; Programmierung; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Lernleistung; Schulerfolg; Ingenieurausbildung; Spanien
Abstract	In the academic year 2010-2011, Spain finished the process of introducing the regulatory changes derived from the Bologna Declaration and the new European Space for Higher Education (ESHE). These changes have implied the updating of university degrees' structure as well as the inclusion of the European Credit Transfer System (ECTS). This paper describes the process of adaptation of two basic first-semester core subjects of computer engineering to one of the basic aspects of the ESHE, the adoption of the ECTS. The process described in the paper was developed in the framework of the pilot plan undertaken by the Universitat Autonoma de Barcelona between 2005 and 2010. The proposed course design implies a better coordination and integration of the contents of two different subjects that students follow simultaneously, and it is based on the combination of project-based learning and cooperative learning. After the experience finished, an extended quantitative and qualitative analysis of the academic results over the five-year period has shown an improvement in the students' learning outcomes. (Contains 5 tables and 5 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10