E-learning plataforms use and teaching and learning models in the European Higher Education Area

The Spanish educational system will require certain changes in order to achieve the Bologna objectives for the European Higher Education Area, including with new activities and roles for both students and teachers, who must assume new skills that will affect concepts and attitudes related to the teaching and learning processes. This chapter describes the authors’ experience in designing E-learning methodologies for the teaching of accountancy in the Business Administration Degree Course at the Polytechnic University of Valencia. The chapter’s methodology designed for teaching accounting, is based on PBL (Problem Based Learning), compiled with Internet based technologies. The authors analyze its use and evolution in two accounting subjects in the first and the fourth year of the degree. The conclusions obtained from the statistical treatment of the results show that there is a direct correlation between the use of an active E-learning model and obtaining satisfactory exam results in the subject.

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On the Utility of ICT in the European Higher Education Area: The Bologna Process and Its Implications in the Innovation of the Teaching and Learning Process

Communications in Computer and Information Science - Technology Enhanced Learning. Quality of Teaching and Educational Reform ◽

10.1007/978-3-642-13166-0_31 ◽

2010 ◽

pp. 216-222

Author(s):

Pablo Murta Baião Albino ◽

José Enrique Armendáriz-Iñigo

Keyword(s):

Higher Education ◽

Learning Process ◽

Teaching And Learning ◽

Bologna Process ◽

European Higher Education Area ◽

European Higher Education ◽

The Bologna Process

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E-learning platforms use and the European Higher Education Area: Institutional policies in Spanish universities

2010 4th International Conference on Distance Learning and Education ◽

10.1109/icdle.2010.5606009 ◽

2010 ◽

Author(s):

Jose Miguel Correa Gorospe ◽

Joaquin Paredes Labra

Keyword(s):

Higher Education ◽

Institutional Policies ◽

European Higher Education Area ◽

E Learning ◽

Learning Platforms ◽

European Higher Education ◽

Spanish Universities

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The European quality labels in chemical sciences: applying the Tuning Methodology in quality assurance

Tuning Journal for Higher Education ◽

10.18543/tjhe-1(2)-2014pp369-385 ◽

2014 ◽

Vol 1 (2) ◽

pp. 369

Author(s):

Evangelia A. Varella

Keyword(s):

Higher Education ◽

Quality Assurance ◽

Teaching And Learning ◽

Learning Assessment ◽

European Higher Education Area ◽

Non Profit ◽

European Chemistry ◽

Study Programme ◽

European Higher Education ◽

And Training

The European Chemistry Thematic Network is a non-profit making association focused on enhancing the quality and harmonising the features of chemical education and training all over the European Higher Education Area. In the context of quality assurance, it developed European Quality Labels in Chemical Sciences, which were initiated in the frame of the Tuning project, and are following the Tuning methodology. The Labels are awarded to programmes on chemistry or related disciplines, as well as to studies at the interface of chemistry and other subjects. They are based on the Budapest Cycle Level Descriptors, a detailed adaptation of the Dublin Descriptors for the field of chemical sciences. The following aspects are considered in awarding Eurobachelor® and Euromaster® Labels: learning outcomes, including subject knowledge, abilities and skills; modularisation of courses and contents; ECTS credit distribution and student workload; mobility; methods of teaching and learning; assessment; quality assurance<strong>. </strong>For the Chemistry Doctorate Eurolabel® the considerations are somehow different and include: fitness for purpose; entry to the programme; length of studies; study programme structure; teaching and training in generic competences; transcripts; graduate schools; supervision; examinations; assessment; and quality assurance. The Chemistry Short Cycle Eurolabel® refers to study programmes, which are placed at Level 5 in the in the European Qualifications Framework for Lifelong Learning, and are also seen as an intermediate level within or linked to the first cycle of the Qualifications Framework for the European Higher Education Area. Aspects considered are analogous to those mentioned for the Eurobachelor® Label.

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Development of the educational programmes: normative legal and methodical support

International Scientific Journal of Universities and Leadership ◽

10.31874/2520-6702-2018-6-2-21-33 ◽

2018 ◽

pp. 21-33

Author(s):

Olena Khrutska

Keyword(s):

Higher Education ◽

Quality Assurance ◽

Working Group ◽

Teaching And Learning ◽

European Higher Education Area ◽

Quality Of Higher Education ◽

Educational Programmes ◽

Higher Education Quality ◽

European Higher Education

Ukrainian higher education is in the process of reforming. In particular, there is a transition from a traditional discipline-based approach to competency, introducing a student-centred approach in teaching and learning, requiring a rethinking of approaches to developing educational programmes and ensuring higher education quality of at this stage. The Paris Communiqué states that quality assurance in accordance with the «Standards and Recommendations for Quality Assurance in the European Higher Education Area ESG-2015» is one of the three key commitments crucial for strengthening and maintaining quality and cooperation in the middle of the EHEA. Therefore, ensuring the quality of higher education, in particular the quality of educational programmes, is relevant both to the Ukrainian and European higher education spheres. The article analyses the existing normative, legal and methodological bases on the issue of developing educational programmes in Ukraine. The requirements of the Law of Ukraine «On Higher Education» regarding the development of new educational programmes are researched. The requirements of «Licensing conditions for conducting educational activities» regarding the composition of the project (working) group and its head (program guarantor) are investigated. «Methodological recommendations for the development of educational programmes», «Methodical recommendations for the development of higher education standards», letters from the Ministry of Education and Science of Ukraine with explanations of questions regarding the development of educational programmes are considered. The correspondences and contradictions between these documents and «Standards and Recommendations on Quality Assurance in the European Higher Education Area ESG-2015» are analysed. The normative requirements and methodical recommendations for implementation of successive stages of the process of development of new educational programmes are investigated. There is a discrepancy between terminology and aspects that the legal and methodological support is imperfect, in particular requirements regarding the composition of the working group, the rights and obligations of guarantors, and the involvement of stakeholders in the process of developing educational programmes.It is suggested to develop a normative background and methodological recommendations for covering the issue of responsibility of the head of the project group (the guarantor of the educational program), as well as to provide at the normative and methodological levels the possibility of involving not only scientific and pedagogical workers but also other stakeholders in the development of educational programmes.

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