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The CPFG Project runs from 2017 to 2020. It is a national educational project financed by the Ministry of Economy and Competitiveness in which researchers from the University of La Rioja (UR) and the University of the Basque Country (UPV/EHU) participate. The research team is made up of five full-time researchers (three from the UR and two from the UPV/EHU) and three part-time researchers (UR). In addition, two other researchers have joined the work team at full-time (UR) and there was an external collaborator.
Researchers UR
Arturo JaimeCésar DomínguezFrancisco J. GarcíaAlicia Pérez de AlbénizÁngel L. RubioBeatriz PérezJuan J. OlarteCarlos Saenz
Presentation
The final year project (now called TFG in Spain) is an integral part of many university programs in various disciplines and organizations and can take different approaches. Although it can be considered just another subject, it has distinctive features and poses specific problems. In some curricula there are certain subjects that are strongly related to the TFG, such as methodological issues where the process to be followed to achieve the results of the work is studied. For example, in engineering there is a subject on project management. It is also very common for the result of a dissertation to be a product, service or study previously requested by a specific company. In addition, many degrees are introducing internships in companies, or complete courses within companies, which usually have the TFG as a natural extension.
This research project started in 2016 with three general objectives. The first one tried to act on end-of-degree projects (or capstone projects) by analyzing the impact of the internship and TFG program on the quality of project outcomes, so that a project is always proposed as a natural extension of an internship. Secondly, we analyzed a web-based system that would complement the tutor's guidance and provide a repository of the documentation produced and the time at which it was generated. It is interesting that such a tool provides students with information on the evolution of all the projects being carried out and, for the evaluation commissions, information on the evolution of the projects throughout their execution.
The second objective was to analyze the influence of telecollaboration experiences between students from different universities in courses prior to the TFG. The experiences we implemented included evaluation by external peers and company experts to study their possible influence on motivation and course results.
The third objective was to analyze the impact of company internships in concurrent courses and to compare their influence with other courses with few or no students doing internships.
KEYWORDS: Telecollaboration, ICT, learning processes, higher education, project based learning, spiral learning, peer review.
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