ASSESSMENT OF WORKLOAD AND SATISFACTION IN A TEACHING COMPETENCE-BASED EXPERIENCE WITH E-PORTFOLIO IN PHYSICAL THERAPY COURSE

INTRODUCTION
Integration into the European Higher Education Area (EHEA) generates a number of substantial changes including fit out the planning skills, the calculation of student workload in ECTS (European Credit Transfer System) and a greater emphasis in student learning with the goal that will last throughout their careers.

In our case, working with the digital portfolio was created in the midst of a series of actions to integrate the aforementioned provisions of the EHEA in the teaching of physiotherapy. Ultimately it's intended to give more prominence to the student in the learning process.
Thus, during the 2008-2009 academic year were offered to students in 2nd year of the degree of Physiotherapy at the University Miguel Hernandez enrolled in the General Physiotherapy course, the possibility of evaluating the theoretical part of one of the modules (Massage Therapy, 10 hours) through a digital portfolio implemented in the Moodle platform rather than through a final exam.

OBJECTIVE
Show the results of the experience of educational innovation in terms of temporary work load for students as well as some cometary on perceived satisfaction of the students in the use of this methodology.

METHODOLOGY
To estimate the workload, each student prepared a file to record the time spent on: meetings, tutorials, assignments and portfolio development. In order to draw conclusions about satisfaction were two focus groups in those who took the 20 students involved in the experience, who completed a questionnaire on perceived quality.

RESULTS
The overall assessment of the experience of working with the portfolio by students has been very positive (81.56%) or fairly positive (16.44%).
As for the "most positive", 55% responded "that is a form of active and dynamic work, a similar percentage," you are involved in learning more, "" exercise for understanding, not only to learn "(30 %), "work and continuous assessment, rather than all at once in one examination (25%). Other responses were: "I try and close personal with the teacher" (10%), "to internalize more knowledge having worked" (20%).
As far as workload is concerned, for the student who made the course portfolio has an average of 28.9 ± freelance work 1.53 hours to perform the tasks listed, in respect of 11.1 ± 3.45 used by other colleagues who didn't work with eportfolio (final exam).
On the other hand, the teacher's workload is also increasing exponentially since this methodology requires more dedication and interaction with the student.

CONCLUSION
The use of portfolio has been very well received and acceptance in students who have used it as a teaching strategy, despite putting further effort.
The time devoted to the study of the subject is greatly increased when making a planning (though partial) of teaching competency and is used as an active methodology of the student's portfolio.
This means more to those involved, students and teachers, especially for the latter which makes implementation of this method in very large groups.