EuroTeQ as an Alliance to Promote European Engineering Education

Valery Vodovozov

, Zoja Raud

and Madis Lehtla

Department of Electrical Power Engineering and Mechatronics, Tallinn University of Technology,

Ehitajate tee 5, Tallinn, Estonia

Keywords: Engineering Education, Active Learning, Open Online Courses, Distance Education, Blended Learning,

EuroTeQ.

Abstract: The ongoing technical progress needs in deepening the partnership of engineering educational institutions.

The EuroTeQ University Alliance, created by six leading European universities of science and technology,

represents one of the first responses to this challenge. The paper is dedicated to assessing the strengths and

weaknesses of the EuroTeQ platform. The EuroTeQ student cohort is compared here with the international

student team studied at the host university for three years and the European Erasmus+ one-semester student

team. A discipline “Robotics” of six credit points for the bachelor degree came into the focus of this study.

An active learning approach was applied as the basic educational methodology. As a result of multilateral

analysis and observations, several directions for further development of the EuroTeQ Alliance are proposed.

1 INTRODUCTION

As the educational landscape of Europe is becoming

more and more diverse, contemporary society needs

to respond to this alteration in a timely manner.

Higher education calls for transnational university

alliances that could link the knowledge space with

research, innovation and service. These alliances aim

to increase the institutional cooperation, to deepen its

intensity, and to expand effectiveness. They have to

open the ways towards the future, to strengthen

European values, and to increase the competitiveness

and weight of higher education. To accelerate the

steps forward, the alliances are asked to support

various cooperation models, involve partners from

different types of institutions, and cover broad

geographic areas across Europe.

EuroTeQ, a union of European engineering

universities (EuroTeQ, 2022), is the flagship of such

alliances. It is designed to promote high-quality

European higher education and adopt a challenge-

based approach whereby students, faculty and

external partners could collaborate in

interdisciplinary teams to solve the big challenges

facing Europe today. The European Union considers

https://orcid.org/0000-0002-5530-3813

https://orcid.org/0000-0001-5197-3599

https://orcid.org/0000-0003-3707-441X

this alliance as part of the European Universities

initiative (European Universities initiative, 2021).

This is one of the European Commission projects

designed for three years. About five million euros has

been allocated there through Erasmus+ (Erasmus+,

2022) and two million euros through Horizon 2020

(Horizon, 2020) European educational programmes.

The EuroTeQ alliance involves six universities,

namely Technical University of Munich (TUM) in

Germany, as a coordinator, École Polytechnique

(L’X) in France, Research and entrepreneurial

Technical University of Denmark (DTU) in Kongens

Lyngby near Copenhagen, Czech Technical

University (CTU) in Prague, the Eindhoven

University of Technology (TU/e) in Netherlands, and

Tallinn University of Technology (TalTech) in

Estonia. The third-party partners from École

Polytechnique Fédérale de Lausanne (EPFL) in

Switzerland and the Israeli Technion Institute of

Technology in Haifa support the alliance and

contribute to its activity. EuroTeQ has also 45

associated partners from society and industry.

Students from TUM, TU/e, DTU, L’X, CTU,

TalTech, EPFL and Technion self-enrol in EuroTeQ

targeting to receive either a certificate of achievement

or the diploma supplement upon completion and to

Vodovozov, V., Raud, Z. and Lehtla, M.

EuroTeQ as an Alliance to Promote European Engineering Education.

DOI: 10.5220/0011824900003470

In Proceedings of the 15th International Conference on Computer Supported Education (CSEDU 2023) - Volume 2, pages 601-607

ISBN: 978-989-758-641-5; ISSN: 2184-5026

 2023 by SCITEPRESS – Science and Technology Publications, Lda. Under CC license (CC BY-NC-ND 4.0)

601

experience virtual and/or physical mobility at all

levels of study. To navigate there, the student-centred

course catalogue was jointly designed and delivered

across inter-university campuses. In 2022, the

catalogue involved above 100 disciplines. The rules

for transferring obtained grades vary depending on

the institution grading systems.

In the first two years, EuroTeQ has become very

popular among the students and staff. Practically, all

well-known social media support this alliance.

EuroTeQ Engineering University page in LinkedIn

has near 800 followers. Something similar can be

observed at #euroteq in Facebook and TikTok,

@EuroTeQ in Twitter and Instagram.

EuroTeQ spring 2023 statistics is impressive. 69

students have enrolled in 95 subjects. 18 young

people chose more than one subject. 15 learners

selected subjects from different universities

simultaneously and some students chose disciplines

from the same university. Many students are currently

on a waiting list since the subjects they selected have

a limit of participants and there turned out to be more

applicants than places.

Nevertheless, quite many challenges have been

discovered related to EuroTeQ. This study focuses on

the impact of EuroTeQ participation on engineering

students with diverse educational backgrounds, skills,

and language proficiency. The purpose is to

determine an extent of EuroTeQ effectiveness and to

identify possible ways in achieving success in

academic performance and knowledge acquisition.

To clarify the reasons for failures and dissatisfaction

of students and staff, various teams of applicants are

compared with each other during the analysis of the

past training period.

The following research questions were stated

here:

 how big is a dropdown rate of EuroTeQ

students and what are its reasons?

 what forms of study mainly prefer EuroTeQ

enrolees and which of them they usually

ignore?

 how great are the time costs for participation

in the EuroTeQ study?

 what could be concluded about the study

success of the EuroTeQ participants

compared to other students?

In the next sections of the paper, related studies

are referenced, materials and methods are explained

including students and disciplines, learning

environment and educational format. Then, the

results of the analysis are displayed followed by

discussion and conclusions.

2 RELATED STUDY

As shown in (Wu, 2013), open cources have many

benefits for society, as they make higher education a

public good, allowing anyone to enroll and providing

an opportunity to freely communicate with other

learners and faculty on a global scale. They expand

the possibilities of instructors to experiment with

pedagogical methods and systematize data on

learners behavior, motivation, team interaction, and

student habits. According to (MOOC, 2022), online

courses ensure many affordable and flexible paths to

obtain new skills, advance career, and increase a scale

of quality competences. Millions of people around the

globe enrol in open institutions aiming to develop and

change their career.

However, despite their potential to support

education, such organisations as MOOCs and SPOCs

have serious concerns (Guo, 2017), mainly related to

dropout, since only a very small percentage of their

enrolled learners complete the study. As follows from

(Onah, 2014; Feng, 2019; Goel, 2020; Bugueño-

Córdova, 2022; Schmieden, 2022), MOOC

completion rates are very low, somewhere from 3 to

30%.

Among the reasons of the notable dropout, such

possible challenges are usually listed as:

 unordered learning environment,

 low digital literacy of participants,

 requirements for participants to self-regulate

and set their own goals,

 lack of time for course participation,

 language and translation restrictions,

 difficulties for instructors to control online

learning,

 accessibility limitations for users, especially

for people from poor socio-economic

regions and areas with bad Internet access.

It was demonstrated in the preceding authors’

studies that the difference in the experience and skills

of learners involved in the common educational

environment becomes a source of enthusiasm for

some and discontent for others. This work extends to

the EuroTeQ platform the previous findings in

student mobility (Vodovozov, 2020), active learning

(Vodovozov, 2021) and blended methodology

(Vodovozov, 2022) taking into account new student

groups and activities.

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602

3 MATERIALS AND METHODS

3.1 Students and Disciplines

Three teams of enrolees are compared in this

research, namely the home TalTech students, the

Erasmus+ mobility students, and the EuroTeQ

students, a total of 77 participants. A discipline

“Robotics” (ATR0030) for the BSc degree of six

credit points in the European Credit Transfer and

Accumulation System (ECTS) came into the focus of

this study. English was used as a non-native

instruction language for all participants. Spring and

autumn 2022 semesters are covered together.

The home team is represented by the international

students from Georgia, Ukraine, Iran, Afghanistan,

and several African countries enrolled to complete a

full cycle of undergraduate learning in TalTech. This

cohort studies “Robotics” as a mandatory discipline

in the chosen “Integrated Engineering" specialty. On

the other side, European Erasmus+ and EuroTeQ

learners chose “Robotics” as an elective course of

their specialization. For the home and Erasmus+

students, “Robotics” represents the part of their

curricula and directly affected the results of their

educational performance. For EuroTeQ students, this

is an additional burden that does not have a direct

impact on their academic records. It is noteworthy

that trainees with various backgrounds, skills, and

levels of knowledge were united in a common

learning cohort and created a multifaceted collective,

which is fairly typical for modern engineering society

(Vodovozov, 2020).

3.2 Learning Environment

A notable feature of the approach under consideration

is that the educational landscape was organized in

such a way that the course has been composed of two

parts, namely the mandatory part and the elective

part. Bearing in mind differences in work experience,

skills and knowledge, such a division is considered

quite justified.

The first part aimed at providing students with the

necessary knowledge base and professional

experience. In general, it was mandatory to perform a

minimum number of laboratory works and computer

exercises, as well as to pass a theoretical exam.

The second part was designed to expand and

deepen this compulsory base to meet the specific

needs, habits, or requests of participants. This elective

part presumed active learning, which means that it

was focused on student’s desire to educate themselves

encouraging them to take responsibility for their own

learning (Vodovozov, 2021). All elective activities

were composed of multiple training events, such as

practices and polls in the particular topics, with

appropriate learning forms, outcomes, and durations.

All students in this educational environment could

participate online or in-person in lectures, student

presentations, and computer exercises, as well as in

practical laboratory works on real equipment. To this

aim, those who studied in the class and online were

supervised by the staff in such a way that, although to

varying degrees, but to maximize both in-person and

online knowledge understanding and acquisition.

Individually selected assessment methods served

as an integral part of this environment. The

assessment system presumed both formative and

summative forms, and learners could select one or

another possibility. The sum of bonuses received for

solving elective tasks was considered as the expected

examination grade (formative assessment). However,

instead of the bonus, participants could take a usual

written exam (summative assessment).

Table 1 demonstrates the study forms and

assessment methods applied.

Table 1: Study forms and assessment methods.

Com

ulsor

stud

Elective stud

Laborator

ractice

In-person defence

of exercises

Supervised exercises, and self-

made computer exercises

Participation in class lectures,

on-lecture discussions and fast-

track

olls

Self-learning via Internet,

textbooks, and e-

ooks

Student

resentations

Online

uizzin

Summative exam-

ased assessment

Formative bonus-based

assessment

3.3 Educational Format

Weekly lectures were delivered in class and broadcast

simultaneously via Echo™ along with slideshows

and video clips in the institutional learning

management system Moodle™, therefore home and

Erasmus+ students could choose between in-person

classes, online participation, or simply skip them.

Attendee of live classes could also participate in fast-

track polls and solve on-lecture tasks with bonus

collecting. They could also discuss possible

responses and get to know about correct solutions,

whereas the EuroTeQ team members had only two

options, namely either to attend online or to skip

lectures.

EuroTeQ as an Alliance to Promote European Engineering Education

603

To increase the grade and to get the primary

research and publication experience, interested

students were invited to develop and demonstrate the

authored PowerPoint™ presentations also

broadcasted online. All such presentations are usually

included in an international workshop "Amazing

Robotics" supported by Estonia section of IEEE

education society. Before uploading, the presenters

were advised to evaluate their files themself by

summing up the points in the specially developed

grading criteria:

 the presentation has a pre-recorded audio format

with pictures and text of good quality, including

a list of references and web links;

 the presentation clearly focuses on the chosen

topic; the robot place in the general topology

classification is given; an application area and

examples, companies, and their models are

presented; the history of development,

perspectives, advantages, and disadvantages are

listed;

 technical and technological data are given,

including payload, speed, mass, power, number

of bodies and their names, number and types of

joints, coordinate systems, sensors and

actuators, control and programming tools;

 the student makes a presentation to the audience,

answers the questions, and asks the questions to

other speakers.

Since the speech themes were agreed before

presentations, the speakers fulfilled part of the exam

requirements and helped others with learning. Student

audio-files were stored in the Moodle™ repository

with the appropriate copyright attributes and open

access for all site visitors.

Lectures were accompanied by online quizzes that

students could answer at will. Each right answer

boosted the respondent’s bonus while the wrong one

reduced it. After the deadline, the answers were

automatically graded and quiz results were posted

along with the correct solutions.

Computer exercises might be produced either in

the schoolroom or independently following by in-

person defence and reporting. Exercises involved also

an elective section, which solution also brought

bonuses. Such popular and widespread software as

MATLAB™ helped students to better understand the

main topics of the discipline despite the difference in

experience and programming skills.

Laboratory practice was performed as a team

activity followed by role sharing, individual tasks,

and personal reports.

Unlike the TalTech and Erasmus+ students, the

educational format of the EuroTeQ participants had

some restrictions. Laboratory works were carried out

for them not on a regular basis, but in the form of a

special week-long laboratory session, to which they

were invited by the TalTech administration at the end

of the semester. The EuroTeQ students had the only

online lectures and broadcast live computer classes.

Supervised exercises were replaced by weekly

consultations conducted via Microsoft Teams™.

Unfortunately, as the schedules of many

universities participated in the EuroTeQ were not

agreed, it was impossible to avoid problems with

timetables of classes. It is even more disappointing

that for the same reason some EuroTeQ students

could not travel to TalTech for participation in the

laboratory session. And this is despite the fact that

traveling to another country accompanied by live

contact with the staff is the most attractive side of the

EuroTeQ project.

4 RESULTS

Figure 1 shows the enrolment and dropout rates of

students. As can be seen from these diagrams, the

EuroTeQ team makes up an insignificant part of the

group, although it attracts attention with a significant

dropout.

In Fig. 2, the EuroTeQ team is compared to the

TalTech and Erasmus+ teams in terms of the chosen

forms of study.

Figure 1: Enrolment (left) and dropout (right) rates of

students.

According to this diagram, the attitude of EuroTeQ

participants to study can be considered to some extent

different from the attitude of TalTech and Erasmus+

members. EuroTeQ learners pay less attention to such

elective activities as student presentations or

additional exercises, but they seem to be more

motivated in quizzes and web consultations.

Tal Tech

50%

Erasmus+

30%

EuroTeQ

20%

Tal Tec h

21%

Erasmus+

EuroTeQ

57%

CSEDU 2023 - 15th International Conference on Computer Supported Education

604

Figure 2: The share of students participated in elective

forms of study.

To attract attention to lectures, the students were

involved in on-lecture talks, surveys and polls

participation in which could boost the bonus amount

collected in the scope of formative assessment. Those

who took part via Internet, including EuroTeQ

students, acted as outside bystanders of these options.

Nevertheless, all students always received lecture

slides and manuals for further and deeper study the

subject.

The same applies to exercises. Students who

visited supervised classes, as a rule, followed the

directions of the trainer on how to systematically

carry out their work. They also had the opportunity to

ask questions and get help directly from instructors in

solving their issues. Oppositely, in the case of self-

completion of homeworks, these benefits were

lacking or delayed, but the strong students could

move faster and pick their own methods in task

solving. With any approach, tutorials with detailed

exercises and work instructions were always

available to everyone.

In order to understand the “cost” of elective

activities in a course designed for 156 hours (six

ECTS credits), including 64 hours of classroom

lessons, it was estimated the time spent on study by

the students participated in these events. Quizzing

time has been obtained directly from Moodle™

statistics. Exercise time was also counted by

Moodle™ as the time intervals between the start and

completion of tasks. The time spent on creating

presentations was calculated by the students

themselves. Figure 3 shows the approximated

fractions of time between different forms of elective

study.

Figure 3: The distribution of academic hours that an

average participant devoted to elective learning.

During the data processing for Figure 3, it turned

out that the team members can be divided into three

categories, namely those who dedicated to learning

more than 70% of the nominal study time, those who

spent less than 10% of the available time, and the

leftovers. Figure 4 demonstrates such a distribution.

Figure 4: The ratios of time spent on study by an average

learner.

It is impressive here that EuroTeQ students have

spent considerable time for elective study, which,

unlike their competitors, they had to snatch from the

main classes at their universities.

Though most of students chose various options,

only a part of them received a score above 2 on a 5-

point grading system.

Figure 5 illustrates the proportion of learners who

not only tried, but also succeeded in elective

activities. Regrettably, EuroTeQ is not among the

leaders in this category.

Figure 5: The share of successful students among the

elective activity participants.

Despite the fact that the absolute majority of

learners were satisfied with the bonuses they earned

and accepted them as final grades, some had to go

through an exam in the form of a summative

60%

70%

30%

95%

22%

60%

10%

28%

30%

10%

100%

40%

60%

Optionalexercises

Independentexercises

Supervisedexercises

Onlinequizzes

Student’spresentations

Learningwithoutlectures

Onlinelectureparticipation

On‐lecturefast‐trackpolls

Livelectureparticipation

EuroTeQ Erasmus+ TalTech

Optionalexercises

Mandatoryexercises

Onlinequizzes

Student’spresentations

Lecturing

TalTech Erasmus+ EuroTeQ

46%

24%

33%

23%

61%

49%

31%

15%

18%

TalTech

Erasmus+

EuroTeQ

Usedlessthan10%oftheratedtime

Used10to70%oftheratedtime

Usedabove70%oftheratedtime

20%

12%

95%

70%

48%

34%

100%

86%

12%

100%

15%

Optionalexercises

On‐lecturefast‐trackpolls

Student’spresentations

Onlinequizzes

EuroTeQ Erasmus+ TalTech

EuroTeQ as an Alliance to Promote European Engineering Education

605

assessment. This applies to those who did not

participate in elective study or who were not satisfied

with too low formative assessment results. Figure 6

compares the results of the formative assessment with

the final grades. Of course, all EuroTeQ students used

their bonuses because they could not attend the in-

person exams.

Figure 6: Comparison of the results of the formative

assessment with the final grades.

5 DISCUSSION

A comparison of the presented results shows a clear

distinction in learning outcomes and study

approaches between students belonging to different

teams. The best results are achieved by Erasmus+

students, which cannot be said about EuroTeQ

participants. The same applies to a completion rate.

It can be assumed that the first reason for this lies

in the students' goals.

There is no doubt that the main objective of the

average TalTech student is to get the highest

examination grade, as a successful completion of the

BCs degree is a prerequisite for building his/her

career, in particular, for admission to a MSc and then

PhD degree or choosing a prestigious profession. To

achieve this goal, most TalTech students voluntarily

turn to elective activities regardless of their specialty,

form of study and mental abilities, since all the

options offered are of great importance for refund and

open up many ways to achieve maximal grades. In

this regard, Erasmus+ students who have come to

TalTech for one or two semesters from leading

European universities have a better chance for

success, as they can fully devote themselves to their

studies without being distracted by family and side

earnings. As for the EuroTeQ learners, this is an

additional workload for them, which does not directly

affect their current BSc degree and, if it bears fruit,

then only in the future.

In this regard, much depends on the abilities and

working capacity of the EuroTeQ students. First,

unlike the rest of the participants in their group, they

have to study mainly in absentia, without direct

contact with teachers, and search for a lot of

information online. Second, they get into a new

educational environment in which they must adapt

quickly. Third, they should find extra time to learn

along with their mandatory institutional and

traditional domestic duties. Fourth, they have to

combine the schedule of their university with the

timetable of TalTech that, as a rule, do not coincide.

There are also problems with an alien

qualification system. The European Qualifications

Framework (EQF), created as a joint knowledge base

for educational institutions, faces a number of

challenges. A study (Pappa, 2021) conducted within

the EuroTeQ project framework revealed many

differences in the implementation of EQF in the

educational programs of six universities. Based on

these findings, some implications and proposals for

the comparability of national engineering education

systems are currently being discussed.

As a result, a high dropout rate and low academic

performance become the same EuroTeQ challenges

that MOOC and SPOC suffer from. On the other side,

EuroTeQ has every reason and enough tools to

minimize these issues.

1. The six leading European universities represent

a fairly small and very powerful union capable

of studies organizing at the highest possible

level.

2. Also, there should not be a big problem with the

coordination of timetables.

3. Students are encouraged to consult with their

home universities on how to achieve recognition

of the facts presented in the EuroTeQ course

catalogue.

4. As all students are different and not all of them

require elective study, a home university could

conduct preliminary consultations and selection

among those wishing to receive additional

education.

5. It would be useful to improve the advertising

campaign. Applicants should be provided with

information about the courses with a clear

indication of the assessment system, dropout

rate, laboratory works and classes, as well as

with videos, photos, etc. Virtual Open Days

could bring invaluable help in this process.

6. It is promising to introduce various types of

questionnaires and application forms for pre-

registration.

7. It is also a need in establishing a delay between

pre-enrolment and real enrolment, which would

help the applicant to evaluate the upcoming

4,07

4,23

3,44

3,83

4,23

3,44

1,5

2,5

3,5

4,5

TalTech Erasmus+ EuroTeQ

Averagefinalexamgrade

Averagebonussum

CSEDU 2023 - 15th International Conference on Computer Supported Education

606

amount of work, the learning environment, the

quality of teaching, and other factors before

making a final decision on admission.

6 CONCLUSION

The EuroTeQ University Alliance is a good example

of an in-depth partnership of engineering educational

institutions. The analysis carried out in this study

revealed some strengths and weaknesses of this

platform. The EuroTeQ student team was compared

with foreign students studied at TalTech for three

years and European Erasmus+ one-semester team of

students. As a result, several directions for further

development of EuroTeQ are proposed. Among them,

a need in consulting students on the course catalogue

usage is shown. Coordination of timetables is offered.

Every home university could conduct preliminary

consultations and selection among those wishing to

receive additional education. It is demonstrated the

usefulness of improving the advertising campaign

aiming to provide applicants with information about

the courses, assessment system, average dropout

rates, laboratory works and classes, virtual Open

Days, etc. Finally, it is promising to introduce

questionnaires and application forms for pre-

registration. It is also offered establishing a delay

between the pre-enrolment and the real enrolment.

ACKNOWLEDGEMENT

This work was supported by the Estonian Research

Council project VERT20061 сo-funded by the

Erasmus+ Programme of the European Union.

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