Abstract
University degrees currently have aspects in their curriculum such as the need to develop the students’ abilities regarding teamwork, interpersonal skills and problems solving. For this reason, when making educational programming, the use of methodologies that include activities that encourage active student participation, can be of a great help. The proposal of Groups and Roles that is showed is based on the principles of active methodologies, in which the student takes an active role in their learning process, promoting a model that encourages him/her to reflect, analyze, draw conclusions, etc., seeking his/her involvement and commitment to make this process more formative. This work shows the results obtained after the application of this methodology in the lectures of the subjects from 1st, 2nd and 3rd Degree in Industrial Design and Product Development Engineering at the University of Zaragoza. With the development of these activities, the following aims have been achieved: detecting the mayor learning difficulties for the students; implementing the link between the contribution of contents of the subject, under study, and the further professional development of the students; developing students’ creativity; encouraging the awareness towards quality within work; developing skills in interpersonal relations and increasing motivation at work. This dynamics even though it has required an important degree of involvement, both by students and teachers, has been a positive and enriching experience.
Highlights
Since the establishment of the Bologna Plan in European universities as a referential frame, the proposed methodological approaches have provided an identity marker that focuses mainly on students, their autonomy, their processes of acquisition and construction of knowledge and on them playing active role in their learning (Huber, 2008)
The methodology based on active learning model can be understood as the generation of knowledge through experimentation (Barros & Ramízez, 2009)
Konopka (2015) proposes active learning as a technique that complements the traditional reading by its interactive nature and that teachers apply with the intention of maintaining student interest and creativity
Summary
Since the establishment of the Bologna Plan in European universities as a referential frame, the proposed methodological approaches have provided an identity marker that focuses mainly on students, their autonomy, their processes of acquisition and construction of knowledge and on them playing active role in their learning (Huber, 2008). This model based on constructivist teaching strategies has mobilised an important change as it proposes modifying the conceptions and teaching styles of university professors, with respect to teaching based on traditional education strategies (Caballero & Botía, 2015). Konopka (2015) proposes active learning as a technique that complements the traditional reading by its interactive nature and that teachers apply with the intention of maintaining student interest and creativity
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
