International Journal of Academic Research in Education and Review
 

International Journal of Academic Research in Education and Review

Vol. 3(7), pp. 168-177. August, 2015.

ISSN: 2360-7866

DOI: 10.14662/IJARER2015.037

Full Length Research

Traditional learning versus bologna education:

co-assessment and roles assignment, an experience of innovation in university teaching

Manuel Platero-Jaime and Sonia Benito-Hernández

¹Department of Economics and International Affairs. Social Science School. European University of Madrid. Phone: +34 91 211 89 17. E-mail: manuel.platero@uem.es

²Department of Statistics and Management Methods. School of Agricultural Engineering. Technical University of Madrid. E-mail: sonia.benito@upm.es

Accepted 23 July 2015

This project aims to strengthen some students' skills through a dynamic learning project aligned with the Bologna methodology. The main objective of this pilot-project is to provide the basics of the course to the student at the same time as developing different skills that they will have to use in the labour market. This teaching experience presents a co-assessment system linked to the assignment of different roles for the students. These characteristics provide an experience that is appealing and efficient for students’ learning and skills development. This research offers a comparison between the Bologna methodology applied in the pilot-project and the traditional teaching methodology used in the same course during the previous academic year. This paper also provides some results and conclusions based on the Bologna Process and its implementation.

Keywords: Cooperative learning, assignment of roles, co-assessment, skills development, Bologna methodology and traditional learning methodology.

 

Cite This Article As: Platero-Jaime M, Benito-Hernández S (2015). Traditional learning versus bologna education: co-assessment and roles assignment, an experience of innovation in university teaching. Inter. J. Acad. Res. Educ. Rev. 3(7): 169-177.

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