Aprendizaje basado en metodologías activas en una materia de posgrado en Economía

Abstract

The teaching-learning processes are affected by the teaching methodologies and the evaluation system. The use of active methodologies contributes to strengthen learning, knowledge and competences by the students. The aim of this paper is to assess an experience of applying the active methodologies, both from the faculty and student perspective. To achieve this aim, the experience of an optional subject of a postgraduate course in Economics is presented. The teaching of this subject combines different active methodologies. Among them, the following ones are underlined: the case method, the flipped classroom and techniques that encourage participation. The number of students enrolled in the subject makes easier the use of those methodologies, based on interactive learning processes and a leading role of students. In order to assess this experience, the main focus is on the relationship between the used methodologies and the learning outcomes. In addition to the perspective of the teachers, it was conducted a survey for students enrolled in the subject in the last courses. Concerning evaluation criteria, the main system is continuous assessment, which represents 60% of the final grade. The specific tasks to be carried out by the students following this system depend on the academic course, because the students could select two options. The results suggest that the active methodologies are positive for learning as well as for acquiring competences. This issue is really appreciated by the students. However, they refute that the advantages in terms of learning include a greater effort and dedication, which is not always showed in the final grade. This chapter concludes that the active methodologies favour learning, although there are some proposals for improvement, mainly concerning the relationship between the effort and the qualification.