Abstract
Higher Education is immersed in a process of revolution with the introduction of active methodologies. Experiential learning is one of them, and it is based on a simple principle: learning by doing. However, any methodology consisting of the active participation of students requires a reflection upon the corresponding activities, their development and results in order for the students to be able to internalize it. The aim of this communication is to present the preliminary analysis of a survey on methodologies conducted among students of the Degree in Primary Education. The questions were focused on students’ knowledge and definition of several active methodologies, as well as on their ability to identify activities related to them and carried out in different subjects. Results show that students seem to associate Experiential Learning with very specific activities and with their internships, so explicit discussion on this methodology turns out to be an essential part of the process.
E. Marina-Sanz—This research was supported in part by funds received from the David A. Wilson Award for Excellence in Teaching and Learning, which was created by the Laureate International Universities network to support research focused on teaching and learning. For more information on the award or Laureate, please visit www.laureate.net.
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Baena-Graciá, V., Jiménez-Bernal, M., Marina-Sanz, E. (2019). The Revolution of Active Methodologies: Experiential Learning and Reflection in Higher Education. In: Gil-Lafuente, J., Marino, D., Morabito, F. (eds) Economy, Business and Uncertainty: New Ideas for a Euro-Mediterranean Industrial Policy. AEDEM 2017. Studies in Systems, Decision and Control, vol 180. Springer, Cham. https://doi.org/10.1007/978-3-030-00677-8_8
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