The arising of European Higher Education Area (EHEA) brought up the implementation of new degrees throughout most of European Universities. In the realm of this upcoming environment, during 2009–2010 the School of Design Engineering (ETSID) at Universitat Politècnica de València in Spain, developed a pioneer experience in the first year of the Bachelor Engineering (BEng) degree in Mechanical Engineering, the guidelines of this innovative experience being defined in accordance with the EHEA approaches. Thus, this pioneer experience co-existed with non-Bologna teaching-learning methodology followed in the rest of groups of this BEng degree. Positive academic outcomes found in this first pioneer group encouraged to extend this experience to the second year of this degree during 2010–2011, in order to ease the upcoming full Bologna implementation. In this line, classroom activities were established so that collaborative work was promoted, autonomous tasks were developed and an assessment that took into account both classroom and autonomous activities was implemented. In this paper, we present a statistical analysis of the achieved academic outcomes of the pioneer group in the second year of the BEng degree in Mechanical Engineering, relating them to the rest of non-pioneer groups of the same year and degree.
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机译：欧洲高等教育区（EHEA）的出现促进了大部分欧洲大学的新程度。在这个即将到来的环境的领域，在2009 - 2010年期间，在大学政府＆＃x00E8的设计工程学院（ETSID）; CNICA de Val＆＃x00e8; NCIA在西班牙，在学士学工程的第一年制定了先锋体验（Beng ）机械工程学位，这种创新经验的指导方针根据EHEA方法定义。因此，这种先驱经验与非博洛尼亚教学方法有关，随后在这一蚌卧的群体中遵循。在2010-2011期间，这一先驱集团发现的第一个先锋集团中发现的积极学术成果将在本学位的第二年扩展，以便于即将到来的全面的博洛尼亚实施。在这条线上，建立了课堂活动，以便开发了协作工作，开发了自主任务，并实施了一项考虑了课堂和自治活动的评估。在本文中，我们在机械工程中蚌学位的第二年达到了先锋集团的达到学术成果的统计分析，将它们与同年非先锋群体的其他非先锋群体相关。
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