Analyzing lifelong learning student behavior in a progressive degree

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RECERCAT Home > Universitat Oberta de Catalunya > Documents de recerca > Educació > E-learning > Capítols o parts de llibres > View document

To access the full text documents, please follow this link: http://hdl.handle.net/10609/1359

dc.contributor.author	Guerrero Roldán, Ana Elena
dc.contributor.author	Mor Pera, Enric
dc.contributor.author	Minguillón Alfonso, Julià
dc.date	2010-02-16T11:57:17Z
dc.date	2010-02-16T11:57:17Z
dc.date	2010-02-16
dc.identifier.citation	GUERRERO-ROLDÁN, A.E.; MOR, E.; MINGUILLÓN, J. (2007). "Analyzing lifelong learning student behavior in a progressive degree". In: CARLINER, S.; BASTIAENS, T. Proceeding of the World Conference on E-Learning in Corporate Government, Healthcare and Higher Education (E-Learn 2007). Québec: Association for the Advancement of Computing in Education. P. 2590-2596. ISBN 1-880094-63-0.
dc.identifier.citation	1-880094-63-0
dc.identifier.uri	http://hdl.handle.net/10609/1359
dc.format	application/pdf
dc.language.iso	eng
dc.relation	eLearning
dc.rights	Copyright by AACE.
dc.subject	Distance education
dc.subject	Internet in higher education
dc.subject	Degrees, Academic
dc.subject	Educational technology
dc.subject	Ensenyament a distància
dc.subject	Internet en l'ensenyament universitari
dc.subject	Títols acadèmics
dc.subject	Tecnologia educativa
dc.subject	Enseñanza a distancia
dc.subject	Internet en la enseñanza superior
dc.subject	Títulos académicos
dc.subject	Tecnología educativa
dc.title	Analyzing lifelong learning student behavior in a progressive degree
dc.type	info:eu-repo/semantics/bookPart
dc.description.abstract	Peer-reviewed
dc.description.abstract	In this paper we analyze the curricula selection behavior of students enrolled into a Computer Engineering degree degree and we compare the two main available possibilities: one is following the preplanned "per semester" structure, and the other is following what is named "progressive degrees", which allow students to obtain certificates in several areas related to professional competences. Although this second strategy is supposed to provide a better lifelong learning experience, results show that students do not strictly follow it, mainly because of the difficulties of the proposed scheduling.

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