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Descripción
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| The Bologna Declaration and the implementation of the European Higher Education Area are promoting the use of active learning methodologies such as cooperative learning and project based learning. This study was motivated by the comparison of the results obtained after applying Cooperative Learning (CL) and Project Based Learning (PBL) to a subject of Computer Engineering. The fundamental hypothesis tested was whether the academic success achieved by the students of the first years was higher when CL was applied than in those cases to which PBL was applied. A practical case, by means of which the effectiveness of CL and PBL are compared, is presented in this work. This study has been carried out at the Universidad Politécnica de Madrid, where these mechanisms have been applied to the Operating Systems I subject from the Technical Engineering in Computer Systems degree (OSIS) and to the same subject from the Technical Engineering in Computer Management degree (OSIM). Both subjects have the same syllabus, are taught in the same year and semester and share also formative objectives. From this study we can conclude that students¿ academic performance (regarding the grades given) is greater with PBL than with CL. To be more specific, the difference is between 0.5 and 1 point for the individual tests. For the group tests, this difference is between 2.5 and 3 points. Therefore, this study refutes the fundamental hypothesis formulated at the beginning. Some of the possible interpretations of these results are referred to in this study. | |
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Internacional
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Si |
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Nombre congreso
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IEEE Educon 2010 Conference |
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Tipo de participación
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960 |
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Lugar del congreso
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Madrid, Spain |
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Revisores
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Si |
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ISBN o ISSN
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978-1-4244-6570-5 |
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DOI
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Fecha inicio congreso
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14/04/2010 |
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Fecha fin congreso
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16/04/2010 |
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Desde la página
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376 |
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Hasta la página
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376 |
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Título de las actas
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IEEE EDUCON 2010 Conference |