Abstract:

Framed in the European Higher Education Area (EHEA from now on), new degrees generally assume a greater daily monitoring of individual work of each student: more classroom exercises and academically guided activities are proposed, presence is controlled, … Although a small number of students per group would be desirable, in many cases we dealt with classes of a hundred or more students. Particularly in Spain, this new work culture has little support by society and it is difficult to propose exercises individually worked by students because the plagiarism between them (only the supervision of a teacher in classroom assure the control of learning and skills acquired for each student). Generally, the responses received from universities to these changes have been poor and low: the number of students per classroom or group remains the same as before the introduction of the European Credit, teachers usually not afford additional help in this task or even, for reasons that are irrelevant to argue, they are mostly overloaded with more teaching load. In addition, this style of work is often very different between different areas of knowledge. Therefore, the monitoring of students by the teacher becomes very difficult or even impossible and, finally, these circumstances force to adopt a style similar to the previous work, giving up this new philosophy. The new titles are merely a redistribution of credits, far from the purpose initially conceived and intended. In this paper, we present some ideas experienced in the classroom that mitigate the constraints outlined above by using new technologies.

Keywords:

EHEA, European Credit, web, online, administration.