Colaborative integrated learning

study case of aplication to food engineering

Keywords: assessment risks, learning outcomes, innovative learning


Introduction: Collaborative learning comprises a set of teaching/learning methods in which students are stimulated to work together in order to fulfil a common learning goal. This approach has been adopted throughout a very wide variety of disciplines, curricula, school environments, teaching approaches or age groups. 

Objectives: The objective of this work was to discuss the advantages and drawbacks of using innovative learning tools or techniques to promote active learning from a real practice experience. 

Methods: The integrated learning on subjects in area of Food Engineering was analysed based on the learning outcomes, advances of collaborative work, difficulties found, problem solving strategies and learning assessment limitations. 

Results: The results obtained allowed concluding that the integrated project developed in the 3 different syllabus is beneficial and the students tend to engage in the requested activities with true commitment; this approach allows the development of complementary competences and far beyond simple knowledge; and finally, it prepares the students for real life experiences, while guarantying a fair evaluation of learning outcomes for all while still at university. 

Conclusions: This work highlighted the need to deepen the debate on this topic in order to improve students’ knowledge and learning skills. 


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Agriculture, Food and Veterinary Sciences