Assessment of Teachers’ and Students’ Perceptions of New Education Technologies in Business Undergraduate Programs

Abstract

This article aims to evaluate the positive and negative aspects of a possible adoption of new technologies and methodologies applicable to the education of administration systems, such as PBL, distance learning, and new evaluation systems, taking into account the impact that these can have on the performance of undergraduate Business students. Twelve in-depth interviews were conducted with students and teachers. The results indicate that the use of PBL is viewed with suspicion and restriction by students, while teachers believe that this methodology is a tool that aids student transformation. Distance learning is also viewed with caution by both parties, because of the stigma still attached to it, although both agree that it plays a key role as a teaching aid. Teaching innovations aim for greater student autonomy and multidisciplinary projects, which enable a broader view not restricted to the discipline. Finally, it was found that assessment systems must be reviewed by teachers and that preference is given for mixed forms that take individual aspects of students into account.