Cooperative Learning vs. Project Base Learning.

Pérez Martínez, Jorge Enrique; García Martín, Javier; Muñoz Fernández, Maria Isabel; López Puche, Maria Del Pilar y Sierra Alonso, Almudena (2010). Cooperative Learning vs. Project Base Learning.. En: "IEEE EDUCON 2010 Conference", 14/04/2010 - 16/04/2010, Madrid, Spain. ISBN 978-84-96737-70-9. p. 376.


Título: Cooperative Learning vs. Project Base Learning.
  • Pérez Martínez, Jorge Enrique
  • García Martín, Javier
  • Muñoz Fernández, Maria Isabel
  • López Puche, Maria Del Pilar
  • Sierra Alonso, Almudena
Tipo de Documento: Ponencia en Congreso o Jornada (Artículo)
Título del Evento: IEEE EDUCON 2010 Conference
Fechas del Evento: 14/04/2010 - 16/04/2010
Lugar del Evento: Madrid, Spain
Título del Libro: IEEE EDUCON 2010 Proceedings
Fecha: 2010
ISBN: 978-84-96737-70-9
Palabras Clave Informales: Collaborative work; Education; Engineering Education.
Escuela: E.U. de Informática (UPM) [antigua denominación]
Departamento: Informática Aplicada [hasta 2014]
Licencias Creative Commons: Reconocimiento - Sin obra derivada - No comercial

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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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ID de Registro: 33086
Identificador DC:
Identificador OAI:
Identificador DOI: 10.1109/EDUCON.2010.5492341
URL Oficial:
Depositado por: Memoria Investigacion
Depositado el: 14 Abr 2015 11:29
Ultima Modificación: 14 Abr 2015 11:29
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