Abstract:

European countries face significant challenges in crossing international, cultural, and social borders building the common space for Higher Education [1]. The cornestone in this process that promotes the mobility of the students is the implantation of the European credit transfer system (ECTS). This new concept of credit, that supposes recognition of the real and autonomous work of the student, provides the instruments necessary to understand and compare the different education systems, facilitate the recognition of the professional qualifications in an international framework, increase the collaboration between universities and the convergence of the educative structures. ECTS provides a way of measuring and comparing learning achievements, and transferring these from one institution to another.
Therefore, the convergence of European University qualifications implies a change in the methodology of teaching and student learning [2]. The roles of the teacher and the student face fundamental differences with regard to traditional teaching. Now, the teacher is not merely a transmitter of knowledge but essentially a generator of learning. Further, the student is no longer a passive element that assimilates the information given by the teacher but he is primarily the main responsible for his own learning.
To achieve the adaptation of new degrees to the Higher Education system, the University of the Balearic Islands (UIB), Spain, through the Office of Harmonization in European Convergence (OICHE) promoted in the past few years (from 2007 and onwards) the implementation of pilot courses in different degrees, such as Chemistry or Agricultural Engineering. The new educational model is aimed at the implementation of alternative modes of teaching in order to improve the global process of learning. Thus, new models have been promoted through interactive teaching, exploiting emerging technologies and new communication platforms such as E-learning, forums or chats, as well as different multimedia applications [3].
Now, we are really interested in ascertaining whether the new model of teaching and learning represents a significant improvement; and if the students are actually getting better academic performances when new methodologies of active tracking, guiding and continuous evaluation are applied. Further, we would like to evaluate if the new multimedia resources are really effective to achieve the desired educational change.
The purpose of this study is to answer the aforementioned questions using the critical analysis of students who have completed an initial pilot course under the guidelines of the ECTS system, and are now studying a second year of degree where the traditional teaching methods are used. We have also analysed their academic performance and the dropout rate within the different subjects undertaken by these students.

[1] Bologna Declaration, concerning the European Higher Education Area, Joint declaration of the European Ministers of Education, June 1999.
[2] Pagani, R. “Convergence of programs to the European credits ECTS”, Days of Teaching of Faculty of Medicine, University Complutense de Madrid, May 25, 2002
[3] Montaño J, Pinya, C. “Orientation and criteria for implementation of EEES-based teaching”. Universitat de les Illes Balears. 2009

Keywords:

ects system, students appraisal, university of the balearic islands, chemistry degree.