Invirtiendo el aula en asignaturas de gestión de empresas utilizando diferentes herramientas metodológicas

  1. Jimenez, Rocio Martinez 1
  2. Ruiz Jiménez, Carmen 1
  1. 1 Universidad de Jaén
    info

    Universidad de Jaén

    Jaén, España

    ROR https://ror.org/0122p5f64

Revista:
Revista de Estudios Empresariales. Segunda época

ISSN: 1988-9046

Any de publicació: 2019

Número: 2

Pàgines: 49-67

Tipus: Article

DOI: 10.17561//REE.V2019N2.3 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Altres publicacions en: Revista de Estudios Empresariales. Segunda época

Resum

In recent years, we have experienced an important change in higher education context, which has led to the need for new teaching methodologies in which students acquire a much more active and responsible role. In this context, we find a new teaching-learning model such as the flipped classroom (Bergmann and Sams, 2012). This methodology assumes that class time in the classroom is devoted to applying, experimenting, researching, etc.; that is, working at the highest levels of Bloom's taxonomy. To do this, the teacher must develop different practices or activities that serve the student to reinforce what was previously learned at home and that, following Santiago and Bergmann (2018) can be included within, among others, the following categories: peer-to-peer teaching, project-based learning, case studies, simulations, role-playing, cooperative learning and gamification. In this paper, we present the students' assessment of the different techniques used when inverting the classroom in two subjects related to business management. More specifically, we analyze the degree of interest and fun they have aroused in them, as well as the extent to which each of these techniques has made them participate more actively, has improved the relationship with peers and with the teacher and has contributed to a greater understanding of the subject. The results show that the three methodologies best valued by the students are: gamification, role-playing and project-based learning. In this paper, we present the students' assessment of the different techniques used when inverting the classroom in two subjects related to business management. More specifically, we analyze the degree of interest and fun they have aroused in them, as well as the extent to which each of these techniques has made them participate more actively, has improved the relationship with peers and with the teacher and has contributed to a greater understanding of the subject. The results show that the three methodologies best valued by the students are: gamification, role-playing and project-based learning.

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Fuente de los datos: Dialnet