Autor(es):
Pires, António Ramos 
; Saraiva, Margarida ; Gonçalves, Helena ; Duarte, Joana
Data: 2013
Identificador Persistente: http://hdl.handle.net/10174/8543
Origem: Repositório Científico da Universidade de Évora
Assunto(s): Bologna; Paradigm; Quality; System
Descrição
In this paper, we describe a study carried out in a Portuguese Polytechnic Institute, aimed to identify
and characterize the implementation level of the Bologna Paradigm. The used questionnaire was
completed in the academic year of 2008/2009 providing data at curricular unit, course and school
levels.
Regarding the changes in teaching learning activities, the answers related to “stopped using” showed
that no activity was significantly abandoned. For the answers to “started to use”, the higher
percentages were concentrated on: Electronic communications (24%); Tutorial orientation (14%);
Presentation with themes for discussion (14%); Participation in on line discussion forum (12%);
Information research on line (10%).
Regarding the changes in the evaluation elements, the answers to “stopped using” showed that no
element was significantly abandoned. The answers to “started to use” had the higher percentages
mainly on: Individual activities on distance learning (12%); Group work related to classroom (8%);
Group presentations (8%).
As a more general conclusion, we can say that the most expected changes with the Paradigm of
Bologna have had low levels of adoption.
No significant differences were found between the two schools of technology, but visible differences
were shown between the school of education and other schools.
This study did not questioned important aspects such as: desired competencies and their
achievement, relationships between contents and competencies, coherency between ECTS and total
workload, pedagogical approaches adequacy to scientific matters, relationships between school
success rates and pedagogical approaches, learning methods adopted by students.
Tipo de Documento
Artigo
Idioma
Inglês
Editor(es)
Chova, L. Gómez; Belenguer, D. Martí; Torres, I. Candel
