The teaching innovation developed in this research work proposes a combination of active teaching methodologies with the aim of improving the transversal competences necessary to successfully complete the Final Degree Project (FDP). Our study applies and combines three well-known active methodologies: Project-Oriented Learning, Inquiry-Based Learning and Collaborative Learning. These active methodologies are student-centered and are characterized by three fundamental features, participation, self-direction and self-learning. The first objective of this work is to present the experience of teaching innovation that has been developed in the field of the Degree in Finance and Accounting at the University of Seville, specifically, in the subject Banking Management, taught in the academic year 2021-2022. The second objective is to evaluate the results of the teaching innovation experience. For this purpose, the grades obtained in the different tasks developed under these methodologies were analyzed. The results obtained suggest a high level of satisfaction of the students who participated in the innovation experience. This, together with the grades obtained, leads us to positively value the combination of methodologies with respect to this objective and, therefore, to recognize its achievement. We believe that this proposal can serve as inspiration for methodological innovations aimed not only at developing active learning, but also at developing a more comprehensive preparation of students in relation to the development of the future FDP.

No abstract

La tecnología en el ámbito educativo ha facilitado a los docentes herramientas digitales para elaborar diferentes tipos de recursos y materiales didácticos. Esto les permite utilizar, mejorar y combinar otros materiales existentes para diseñar nuevos materiales didácticos digitales (MDD) promoviendo “la economía circular de los materiales docentes”. En este trabajo se expone el proceso de diseño y creación bajo este enfoque de un tutorial digital con el software Genially en una asignatura de Matemáticas en el Grado en Administración y Dirección de Empresas. Su uso se propone en el contexto del modelo Flipped Classroom para favorecer el aprendizaje autónomo del estudiante. Se analizan diferentes datos relativos al uso del tutorial y la percepción del alumnado sobre su diseño y utilidad. Loa valoración es positiva destacando su utilidad para el aprendizaje de su contenido.

No abstract

No abstract