University of Oviedo (SPAIN)
About this paper:
Appears in: ICERI2009 Proceedings
Publication year: 2009
Page: 5727
ISBN: 978-84-613-2953-3
ISSN: 2340-1095
Conference name: 2nd International Conference of Education, Research and Innovation
Dates: 16-18 November, 2009
Location: Madrid, Spain
The situation in which is found the Spanish university has duty bound to what teachers think about on how they are going to adapt his teaching methodology. The European Higher Education Area has been introduced in a gradual way in our lecture halls. The experience, that is told next, has to do with a subject given in some studies that have not still been fully adapted to Bologna. That experience has been developed in the studies of Business Degree. The subject on which the changes have been carried out will be remarked, having optional character, 9 credits and yearly frequency.
It is necessary to point out that some of the modification were thought to stand up to the reality of Bologna but also to try to interrupt a pressing problem during these last years: student lack of interest and his little presence in the classrooms.

Specifically the experience is materialized around changes in the following points:
1. New technology use: support virtual platform (the material both of transparencies and of readings and news linked with reality to be studied in each topic was supplied to the student).
2. Promoting the student body's active involvement, exchange of roles teacher-student (last one should carry out teacher´s specific works specific to the teacher when it comes to the preparation, introduction or practices proposal for some of topics included in the subject syllabus).
3. Encouraging the presence in the room (to do so they would take practices in the room that just should be handed/delivered at the time of its achievement and therefore just by current people in the classroom).
4. Modification of the evaluation system (it was favored an evolution towards the continuous assessment equipping to the exam of a weight of 65% of the rating, the roles exchange activity would suppose 20% and practices developed in the classroom the remaining 15%).

Results that have been obtained at the end of this course after modifications carried out we allow asserting that the adaptation strategy to Bologna has been a success. Specifically:
• It has been increased the percentage of student body that comes to the classroom. So in this subject that has had 40 matriculated students over the course 2008-09, near 80% of them has accumulated a higher attendance than 75%.
• The student body that has regularly come to lessons has participated in the most of proposed activities, although these were of voluntary character. That is, it has been achieved the involvement of the student body with the matter.
• The apprenticeship results in relation to the final marks have been very satisfactory. So, 100% of students that came in a continuing way to class have passed the subject and the only student who did the exam without having gone to lecture hall hasn´t passed it.

In the absence of having the satisfaction results from the assessment surveys carried out by this student body the same on each subject, you can anticipate that the showed impressions for the same are positive, nonetheless over the course sometimes they have shown a certain “distaste” for the need of taking a more active role in the room and in the global development of the subject, considering that they had to work more than in other subjects that took place under the lecture model.