An Assessment of the ECTS in Software Engineering: A Teaching Experience

Autor/inn/en	Salas-Morera, L.; Berral-Yeron, J.; Serrano-Gomez, I.; Martinez-Jimenez, P.
Titel	An Assessment of the ECTS in Software Engineering: A Teaching Experience
Quelle	In: IEEE Transactions on Education, 52 (2009) 1, S.177-184 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-9359
DOI	10.1109/TE.2008.921801
Schlagwörter	Foreign Countries; Higher Education; Academic Degrees; Student Mobility; Teaching Methods; Educational Assessment; College Credits; Transfer Policy; Engineering Education; Computer Software; Technical Institutes; Teaching Experience; Cooperative Learning; Educational Strategies; Student Role; Spain + Suchen Sie Ihr Suchwort? Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Degree; Degrees; Academic level graduation; Akademischer Grad; Hochschulabschluss; Student; Students; Mobility; Schüler; Schülerin; Studentin; Mobilität; Teaching method; Lehrmethode; Unterrichtsmethode; Education; assessment; Bewertungssystem; College; Colleges; Achievement; Performance; Anrechnung; Hochschule; Fachhochschule; Leistung; Ingenieurausbildung; Technische Fakultät; Kooperatives Lernen; Lehrstrategie; Spanien
Abstract	Spain is currently implementing the regulatory modifications promulgated by the Declaration of Bologna, which should result in the updating of the structure of university degrees, and the inclusion of the European Credit Transfer and Accumulation System (ECTS) methodology. In some Spanish universities, the experimental adoption of this methodology has been encouraged, with the aim of gaining experience which could be extrapolated to other qualifications and subjects when this system becomes compulsory, which is expected to be in 2008. This paper examines the teaching methodologies that follow the experimental introduction of the ECTS in the Technical Software Engineering degree course taught at the Higher Technical College of the University of Cordoba, Spain. Based on data gathered in three specific subjects during the first and third years, this paper defines the teaching strategies implemented in order to increase the active role of students during their learning. The utility of e-learning tools in this type of teaching is discussed and the academic results are compared with results obtained in previous years using more traditional teaching methodologies. (Contains 4 tables and 4 figures.) (As Provided).
Anmerkungen	Institute of Electrical and Electronics Engineers, Inc. 445 Hoes Lane, Piscataway, NJ 08854. Tel: 732-981-0060; Web site: http://ieeexplore.ieee.org/xpl/RecentIssue.jsp?punumber=13
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10