Cooperative Learning vs. Projecto Based Learning a practical case

Perez Martinez, Jorge Enrique and Garcia, Javier and Muñoz Fernandez, Isabel and Sierra Alonso, Almudena and Lopez Puche, Maria del Pilar (2010). Cooperative Learning vs. Projecto Based Learning a practical case. In: "IEEE Education Engineering (EDUCON) 2010", 14/04/2010 - 16/04/2010, Madrid, España. ISBN 978-1-4244-6568-2.

Description

Title: Cooperative Learning vs. Projecto Based Learning a practical case
Author/s:
  • Perez Martinez, Jorge Enrique
  • Garcia, Javier
  • Muñoz Fernandez, Isabel
  • Sierra Alonso, Almudena
  • Lopez Puche, Maria del Pilar
Item Type: Presentation at Congress or Conference (Article)
Event Title: IEEE Education Engineering (EDUCON) 2010
Event Dates: 14/04/2010 - 16/04/2010
Event Location: Madrid, España
Title of Book: Proceedings of the IEEE Education Engineering (EDUCON) 2010
Date: 2010
ISBN: 978-1-4244-6568-2
Subjects:
Faculty: E.U. de Informática (UPM)
Department: Matemática Aplicada
Creative Commons Licenses: Recognition - No derivative works - Non commercial

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Abstract

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

More information

Item ID: 9574
DC Identifier: http://oa.upm.es/9574/
OAI Identifier: oai:oa.upm.es:9574
Official URL: http://ieeexplore.ieee.org/xpls/abs_all.jsp?arnumber=5492341&tag=1
Deposited by: Memoria Investigacion
Deposited on: 10 Nov 2011 09:27
Last Modified: 20 Apr 2016 17:56
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