{"title":"会计领域的博洛尼亚进程:对学生满意度的影响","authors":"Ester Oliveras Sobrevias, P. Crespo, J. Vilchez","doi":"10.12795/EDUCADE.2013.I04.03","DOIUrl":null,"url":null,"abstract":"espanolLa adaptacion de las universidades espanolas al Espacio Europeo de Educacion Superior (EEES) ha introducido un cambio de modelo educativo. Tradicionalmente, la educacion universitaria en Espana se ha centrado en el marco del Modelo de Instruccion, cuya base es proveer instruccion. Sin embargo, con la intr oduccion experimental al EEES, se observa una tendencia hacia el Modelo de Aprendizaje, cuya base es proveer aprendizaje. El articulo analiza los efectos sobre la satisfaccion de los estudiantes universitarios de asignaturas de contabilidad en la Universidad Pompeu Fabra despues de modificar la metodologia de ensenanza acercandose al Modelo de Aprendizaje. Los resultados indican un aumento de la satisfaccion en el proceso de aprendizaje. Esta satisfaccion fue mayor durante los anos iniciales de �experimentacion� que en los anos de �consolidacion� de esta metodologia. La caida de la satisfaccion coincide con una mayor carga de trabajo al incrementarse el numero de asignaturas impartidas simultaneamente con esta metodologia. EnglishThe adaptation of the European Higher Education Area (EHEA) in the Spanish universities it is implying a change of educational paradigm for undergraduate education. Traditionally, undergraduate education in Spain has been delivered under the Instruction Paradigm based on providing instruction. However, in the experimental introduction to the EEES a move towards the Learning Paradigm, the basis of which is to produce learning, has been observed. This paper analyses the effects on students� satisfaction after modifying the teaching methodology so that subjects become nearer the Learning Paradigm. The data has been extracted from the satisfaction surveys completed by students in subjects belonging to the accounting area at Universitat Pompeu Fabra. The main results of the model show that the satisfaction was higher during the initial �testing� period of the me thodology than in the consolidation period. This satisfaction drop coincides with an increased student workload due to the higher number of subjects taught simultaneously under the new methodology","PeriodicalId":53188,"journal":{"name":"Educade-Revista de Educacion en Contabilidad Finanzas y Administracion de Empresas","volume":null,"pages":null},"PeriodicalIF":0.1000,"publicationDate":"2012-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"2","resultStr":"{\"title\":\"El proceso de Bolonia en el área de contabilidad: efectos sobre la satisfacción de los estudiantes\",\"authors\":\"Ester Oliveras Sobrevias, P. Crespo, J. Vilchez\",\"doi\":\"10.12795/EDUCADE.2013.I04.03\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"espanolLa adaptacion de las universidades espanolas al Espacio Europeo de Educacion Superior (EEES) ha introducido un cambio de modelo educativo. Tradicionalmente, la educacion universitaria en Espana se ha centrado en el marco del Modelo de Instruccion, cuya base es proveer instruccion. Sin embargo, con la intr oduccion experimental al EEES, se observa una tendencia hacia el Modelo de Aprendizaje, cuya base es proveer aprendizaje. El articulo analiza los efectos sobre la satisfaccion de los estudiantes universitarios de asignaturas de contabilidad en la Universidad Pompeu Fabra despues de modificar la metodologia de ensenanza acercandose al Modelo de Aprendizaje. Los resultados indican un aumento de la satisfaccion en el proceso de aprendizaje. Esta satisfaccion fue mayor durante los anos iniciales de �experimentacion� que en los anos de �consolidacion� de esta metodologia. La caida de la satisfaccion coincide con una mayor carga de trabajo al incrementarse el numero de asignaturas impartidas simultaneamente con esta metodologia. EnglishThe adaptation of the European Higher Education Area (EHEA) in the Spanish universities it is implying a change of educational paradigm for undergraduate education. Traditionally, undergraduate education in Spain has been delivered under the Instruction Paradigm based on providing instruction. However, in the experimental introduction to the EEES a move towards the Learning Paradigm, the basis of which is to produce learning, has been observed. This paper analyses the effects on students� satisfaction after modifying the teaching methodology so that subjects become nearer the Learning Paradigm. The data has been extracted from the satisfaction surveys completed by students in subjects belonging to the accounting area at Universitat Pompeu Fabra. The main results of the model show that the satisfaction was higher during the initial �testing� period of the me thodology than in the consolidation period. This satisfaction drop coincides with an increased student workload due to the higher number of subjects taught simultaneously under the new methodology\",\"PeriodicalId\":53188,\"journal\":{\"name\":\"Educade-Revista de Educacion en Contabilidad Finanzas y Administracion de Empresas\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":0.1000,\"publicationDate\":\"2012-01-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"2\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Educade-Revista de Educacion en Contabilidad Finanzas y Administracion de Empresas\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.12795/EDUCADE.2013.I04.03\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q4\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Educade-Revista de Educacion en Contabilidad Finanzas y Administracion de Empresas","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.12795/EDUCADE.2013.I04.03","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q4","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
El proceso de Bolonia en el área de contabilidad: efectos sobre la satisfacción de los estudiantes
espanolLa adaptacion de las universidades espanolas al Espacio Europeo de Educacion Superior (EEES) ha introducido un cambio de modelo educativo. Tradicionalmente, la educacion universitaria en Espana se ha centrado en el marco del Modelo de Instruccion, cuya base es proveer instruccion. Sin embargo, con la intr oduccion experimental al EEES, se observa una tendencia hacia el Modelo de Aprendizaje, cuya base es proveer aprendizaje. El articulo analiza los efectos sobre la satisfaccion de los estudiantes universitarios de asignaturas de contabilidad en la Universidad Pompeu Fabra despues de modificar la metodologia de ensenanza acercandose al Modelo de Aprendizaje. Los resultados indican un aumento de la satisfaccion en el proceso de aprendizaje. Esta satisfaccion fue mayor durante los anos iniciales de �experimentacion� que en los anos de �consolidacion� de esta metodologia. La caida de la satisfaccion coincide con una mayor carga de trabajo al incrementarse el numero de asignaturas impartidas simultaneamente con esta metodologia. EnglishThe adaptation of the European Higher Education Area (EHEA) in the Spanish universities it is implying a change of educational paradigm for undergraduate education. Traditionally, undergraduate education in Spain has been delivered under the Instruction Paradigm based on providing instruction. However, in the experimental introduction to the EEES a move towards the Learning Paradigm, the basis of which is to produce learning, has been observed. This paper analyses the effects on students� satisfaction after modifying the teaching methodology so that subjects become nearer the Learning Paradigm. The data has been extracted from the satisfaction surveys completed by students in subjects belonging to the accounting area at Universitat Pompeu Fabra. The main results of the model show that the satisfaction was higher during the initial �testing� period of the me thodology than in the consolidation period. This satisfaction drop coincides with an increased student workload due to the higher number of subjects taught simultaneously under the new methodology