Improving Learning in a Database Course using Collaborative Learning Techniques* CARME MARTI ´ N 1 , TONI URPI ´ 1 , M. JOSE ´ CASANY 1 , XAVIER BURGUE ´ S 1 , CARME QUER 1 , M. ELENA RODRI ´ GUEZ 1, 2 and ALBERTO ABELLO ´ 1 1 Universitat Polite `cnica de Catalunya, Jordi Girona 1–3, Campus Nord, Barcelona, Spain. E-mail: martin@essi.upc.edu 2 Universitat Oberta de Catalunya, Rambla del Poblenou 156, Barcelona, Spain. In recent years European universities have been adapting their curricula to the new European Higher Education Area, which implies the use of active learning methodologies. In most database courses, project-based learning is the active methodology that is widely used, but the authors of this paper face context constraints against its use. This paper presents a quantitative and qualitative analysis of the results obtained from the use of collaborative learning in both cross-curricula competences and subject-specific ones in the ‘‘Introduction to Databases’’ course at the Barcelona School of Informatics. Relevantly, this analysis demonstrates the positive impact that this methodology had, allowing us to conclude that it is not only project-based learning that is suitable for these kinds of courses. Keywords: computing engineering education; database systems; collaborative learning 1. Introduction Databases are essential to information systems of any organization, taking strategic decisions to improve its business benefits [1]. As a consequence, database related courses play an essential role in the teaching of computer science, information systems and software engineering. One of these courses, ‘‘Introduction to Databases’’ (IDB), is the first database related course in the Bachelor Degree in Computing Engineering (BDCE) at the Barcelona School of Informatics (FIB) of Universitat Polite `c- nica de Catalunya-BarcelonaTech (UPC). In recent years, European universities, including UPC, are adapting their academic programs to the European Higher Education Area (EHEA). Aside from ensuring more comparable, compatible and coherent higher education systems in Europe, one of the goals of the EHEA is to promote competence- based learning that fosters a change in teaching methodologies, from a lecture-centered approach to a more learner-centered one [2]. Therefore, the active participation of students in the construction of their own knowledge and the achievement of competences, such as interpersonal relationships and teamwork skills, is specifically encouraged. At UPC, the adaptation to the EHEA was done by following the framework provided by the Tuning project [3]. This project identifies reference points for subject-specific and cross-curricula competences in different areas. Competences represent a dynamic combination of knowledge, understanding, skills and abilities. Subject-specific competences guaran- tee the acquisition of knowledge in each area, and cross-curricula competences enforce transversal skills and practices that are appropriate for most areas and can be applied to a variety of jobs, situations or tasks [4]. All these circumstances drove FIB to assign the competences stated in the Tuning project to one or more courses of its BDCE. Some additional compe- tences that were considered important for the spe- cific curricula were also assigned to the appropriate courses. The competences assigned to the IDB course are enumerated below:  The subject-specific competences are: 1) Knowl- edge of the characteristics, objectives and struc- ture of relational databases. 2) Capacity to correctly define, create, use and manage relational databases. 3) Capacity to evaluate alternative implementations on relational databases regard- ing some quality criteria. 4) Knowledge of basic aspects of data storage regulation laws, and the security aspects related to the implementation of such regulations. 5) Knowledge of reliability pro- blems related to the use of a relational database and the mechanisms that exist to help avoid them.  Appropriate attitude towards work is the only cross-curricula competence. This competence can be broken down into several sub-competences: 1) Capacity for teamwork with positive interdepen- dence regarding team-mates. 2) Capacity for learning from other team-mates. 3) Capacity to discern among possible solutions. 4) Active inter- est in obtaining quality results. 5) Capacity to plan and manage time. 6) Capacity to adapt and manage changes. The EHEA promotes the use of active methodolo- gies in the teaching–learning process. Active meth- * Accepted 16 February 2013. 986 International Journal of Engineering Education Vol. 29, No. 4, pp. 986–997, 2013 0949-149X/91 $3.00+0.00 Printed in Great Britain # 2013 TEMPUS Publications.