Adaptation of a computer programming course to the ESHE requirements: Evaluation five years later

Ernest Valveny, Robert Benavente, Àgata Lapedriza, Miquel Ferrer, Jaume Garcia-Barnés, Gemma Sànchez

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4 Citations (Scopus)


In the academic year 2010-2011, Spain finished the process of introducing the regulatory changes derived from the Bologna Declaration and the new European Space for Higher Education (ESHE). These changes have implied the updating of university degrees' structure as well as the inclusion of the European Credit Transfer System (ECTS). This paper describes the process of adaptation of two basic first-semester core subjects of computer engineering to one of the basic aspects of the ESHE, the adoption of the ECTS. The process described in the paper was developed in the framework of the pilot plan undertaken by the Universitat Autònoma de Barcelona between 2005 and 2010. The proposed course design implies a better coordination and integration of the contents of two different subjects that students follow simultaneously, and it is based on the combination of project-based learning and cooperative learning. After the experience finished, an extended quantitative and qualitative analysis of the academic results over the five-year period has shown an improvement in the students' learning outcomes. © 2012 SEFI.
Original languageEnglish
Pages (from-to)243-254
JournalEuropean Journal of Engineering Education
Publication statusPublished - 1 Jun 2012


  • algorithms
  • computer engineering education
  • cooperative learning
  • programming
  • project-based learning


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