Research in Engineering Education Symposium 2011 - rees2009

Universidad Politécnica de Madrid (UPM) Página 468 de 957
For each BT and UA it have been defined the specific and general objectives, and linked to
them, it has been indicated the information regarding the related contents present at the
subject text and some other chosen references. For application objectives, it was indicated
the exercises that would help to develop the capabilities required for the objective. All this
information, properly codified, has been documented in the self study guide (GA) and a
learning control sheet (HGA), which has been designed for this purpose together with the
instructions for its completion. At these sheets the student pointed out the time (in hours)
dedicated to the study of each UA, the key points of the objective and the detected
difficulties or other relevant coded matters for the learning. In case of not having
sufficiently completed the learning objectives, the students should increase the efforts and
resources dedicated (time of study, tutorship’s …) before starting the study of a new unit
or thematic block. Once completed the study of the UA and properly achieved the
objectives and required learning level, the students could perform self-evaluation tests of
the respective unit. These auto-evaluation tests did not pretend to cover exhaustively all
the objectives; it was a sampling for knowledge and capabilities verification, developed in
a similar manner to the subject evaluation exam, and that have not been considered for
evaluation purposes as it was the partial evaluation control of the continuous evaluation
process.
Describing the experience
The teaching material for theme 3: Road Transport. Vehicle: performance, braking and
lateral behaviour, designed to implement the self-study methodology described
previously, was managed by the e-learning system AulaWeb of the Universidad Politécnica
of Madrid (UPM). In this paper are presented the results of the evaluation of the
innovative learning methodology effectiveness, in comparison with traditional
methodology teaching: the degree of achievement of the objectives outlined in the Guide,
and the average time (in hours) devoted to the study of each learning unit for the
Experimental Group as well comparing group means obtained by students in the midterm
theme 3 evaluation). For this purpose, the comparison will be determined within three
groups as described in Table 1. Besides, it is shown the evaluation survey results made
within the EG’s students.
Table 1: Experimental and Control Groups description.
Proceedings of Research in Engineering Education Symposium 2011
Madrid, 4 th - 7 th October 2011