Abstract
INTRODUCCIO. El domini en disciplines amb una gran orientacio practica, com la gestio d’empreses, no esta determinat directament pel grau de coneixement, sino per la capacitat d’aplicar teories economiques i de gestio al mon real. Aquesta naturalesa practica posa en relleu la insuficiencia de les tecniques educatives tradicionals per a l’ensenyament, consistents en lectures i classes magistrals, i condueix a l’aparicio de metodes instructius alternatius, com els fonamentats en l’aprenentatge basat en equips (ABE). METODE. Concretament, hi ha dos instruments l’us dels quals s’ha anat incrementant en educacio empresarial: els estudis de casos i les simulacions. RESULTATS. En aquesta investigacio, els dos instruments son analitzats detalladament amb l’objectiu de determinar si el seu us en la fase d’aplicacio de l’ABE es una alternativa apropiada, atesa la naturalesa practica d’aquesta fase. DISCUSSIO. Basada en l’avaluacio d’aquestes tecniques, la nostra investigacio suggereix que la implementacio conjunta d’ambdos instruments pot resultar especialment beneficiosa i desembocar en millors resultats d’aprenentatge i d’adquisicio de capacitats, ates que cada un produeix efectes diferents i, al seu torn, valuosos.
Highlights
The use of active learning methodologies in higher education as a way of enhancing student skills and involvement in the education process is continuously increasing
This study focuses on cooperative learning, team-based learning (TBL), which can be defined as a large-group, peer-teaching strategy in which the student applies the course content to specific questions by working in small groups (McMahon, 2016)
This study has analyzed the effectiveness of computer-based simulation games and the case method as instructional methods that could be implemented during the TBL application stage of business courses, such as strategic management, given its practical nature
Summary
The use of active learning methodologies in higher education as a way of enhancing student skills and involvement in the education process is continuously increasing. In the field of higher education, emphasis is currently being placed on adopting teaching methodologies that foster abilities such as knowledge sharing, analytical skills, collaborative work and communication skills, among others, to prepare students for today’s complex changing environment (Huang & Lin, 2017) In such contexts, multiple studies have highlighted the fact that the TBL methodology can have numerous beneficial effects for students’ educational outcomes, including increased motivation and improved skills, learning and performance (Abdalla, 2014; Michaelsen et al, 2002), as discussed below. We will first define and conceptualize such learning methodologies
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