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首页> 外文会议>International Technology,Education and Development Conference >THE ADAPTATION PROCESS IN ECTS SYSTEM AT KING JUAN CARLOS UNIVERSITY. EXPERIENCES AND DETERMINANT FACTORS IN TEACHING AND LEARNING
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THE ADAPTATION PROCESS IN ECTS SYSTEM AT KING JUAN CARLOS UNIVERSITY. EXPERIENCES AND DETERMINANT FACTORS IN TEACHING AND LEARNING

机译：国王Juan Carlos大学的ECTS系统的适应过程。教学与学习的经验与决定因素

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The European Union (EU) has favoured the convergence, all associated and member countries, in different fields as legal, social and educational. From this last point of view EU has motivated the European Higher Education Area (EHEA) which allows us to promote and to establish a system of easily readable and comparable degrees, European citizens' employability and competitiveness of our higher education system, besides promotion of mobility of students, teachers and researchers. The King Juan Carlos University in Madrid, as a pioneering vocational and leading institution, wishes to face up to this great challenge, which is to change teaching and learning methodologies, in the best conditions. During 2004/05 academic year, a set of pilot subjects were adapted to ECTS system. In order to get some important information about the adaptation process two surveys were carried out, one for students and another one for teachers, about their opinions, degrees of knowledge on ECTS and experiences. Moreover, we asked students and teachers which weak and strong points they detected. 42% of students and 100% of teachers were polled. Both students and teachers are asked about several items as: available information for students about ECTS, planning and programming syllabus, evaluation of available facilities, evaluation of teachers by students and vice versa, evaluation of students' work, and some recommendations by students and teachers as weak and strong points of ECTS system. It was found that the available information about ECTS system is clearly different for students and teachers. Whereas teachers' results seem to show that they know how the ECTS system works, students think the teaching and learning methodologies hold as usual. Regarding experiences, these ones have been interesting for teachers and indifferent for students, On the whole. In order to find determinant factors of teaching and learning, both teachers and students, and their relative importance in satisfaction on the new methodology, multinomial logit regressions are estimated.
机译：欧洲联盟（欧盟）有利于融合，所有相关和成员国，在不同领域，作为法律，社会和教育。从最后的角度来看，除了推广流动性之外，欧盟允许我们促进欧洲高等教育领域（EHEA），使我们能够促进和建立易读和可比程度，欧洲公民的就业和竞争力的系统，欧洲公民的能力和竞争力。学生，教师和研究人员。在马德里国王Juan Carlos大学作为一个开创性的职业和领导机构，希望面对这一巨大的挑战，这是改变教学和学习方法，在最好的条件下。在2004/05学年期间，一套试验科目适用于ECTS系统。为了获得有关适应过程的一些重要信息，进行两次调查，一个调查是一个用于学生和另一个教师，关于他们的意见，学位的学生和经验。此外，我们询问他们检测到的学生和教师，他们检测到弱点和强烈的观点。 42％的学生和100％的教师都被调查。询问学生和教师都有几项项目：学生有关学生的可用信息，关于ECTS，规划和编程教学大纲，可用设施评估，学生评估教师，反之亦然，对学生的工作评估，以及学生和教师的一些建议作为ECTS系统的弱点和强烈的点。有人发现，对于学生和教师，有关ECTS系统的可用信息对于学生和教师来说显然是不同的。虽然教师的结果似乎表明他们知道ECT系统的工作原理，学生认为教学和学习方法像往常一样。关于经验，这些人对教师对学生无动于衷。为了寻找教学和学习的决定因素，估计教师和学生，以及对新方法的满意度，估计了多项式Lo​​git回归。

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