Int. J. Technology Enhanced Learning, Vol. 2, No. 4, 2010 347 Copyright © 2010 Inderscience Enterprises Ltd. Assessment of a blended-learning methodology in engineering Ana Belén González Rogado* Department of Automation and Computer Sciences, University of Salamanca, and High Polytechnic School (Zamora), Avda. Cardenal Cisneros, 34 – Postal Code 49010 – Zamora, Spain E-mail: abgr@usal.es *Corresponding author Ma. José Rodríguez Conde and Susana Olmos Migueláñez Faculty of Education, Department of Didactics, Organization and Research Methods, University of Salamanca, Paseo Canalejas Paseo de Canalejas, 169, Postal Code 37008 – Salamanca, Spain E-mail: mjrconde@usal.es E-mail: solmos@usal.es Blanca García Riaza Faculty of Philology, Department of English Studies, University of Salamanca, C/Placentinos nº18. Postal Code 37008 – Salamanca, Spain E-mail: bgr@usal.es Francisco José García Peñalvo Faculty of Sciences, Department of Automation and Computer Sciences, University of Salamanca, Plaza de los Caídos s/n., Postal Code 37008 – Salamanca, Spain E-mail: fgarcia@usal.es Abstract: The content of this presentation highlights the importance of an active learning methodology in engineering university degrees in Spain. We present some of the outcomes from an experimental study carried out during the academic years 2007/2008 and 2008/2009 with engineering students (Technical Industrial Engineering: Mechanics, Civical Design Engineering: Civical Building, Technical Architecture and Technical Engineering on