Publication: Utilidad percibida del Aprendizaje Orientado a Proyectos para la formación de competencias. Aplicación en la asignatura «Auditoría de cuentas»
Authors
Palazuelos, Estefanía ; San-Martín, Paula ; Montoya del Corte, Javier ; Fernández-Laviada, Ana
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Publisher
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DOI
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info:eu-repo/semantics/article
Description
Abstract
El Espacio Europeo de Educación Superior (EEES) y su pilar fundamental de formación basada en com-
petencias exigen la implementación de una enseñanza que permita el aprendizaje autónomo de los
estudiantes. El objetivo principal de este trabajo, de naturaleza exploratoria y descriptiva, es determinar
la utilidad del Aprendizaje Orientado a Proyectos (AOP) como metodología activa de enseñanza para la
formación de competencias. Los análisis están basados en la percepción de 173 estudiantes de Grado
en Administración y Dirección de Empresas en una universidad española, matriculados en la asignatura
«Auditoría de cuentas», que tuvieron que elaborar y exponer una revista de divulgación profesional sobre
la materia. Los resultados obtenidos son indicativos de la efectividad del AOP tanto para la adquisición
de conocimientos como para el desarrollo de habilidades y el fomento de actitudes/valores relevantes.
Complementariamente, favorece el estímulo de la creatividad, con un alto grado de satisfacción frente
a las clases magistrales. La lectura de este artículo es de interés, fundamentalmente, para todos aque-
llos profesores implicados en la docencia universitaria y con ganas de generar ideas para llevar a cabo
propuestas innovadoras.
The European Higher Education Area (EHEA) and its fundamental pillar of competence-based training require the implementation of a teaching that allows the autonomous learning of students. The main objective of this paper, exploratory and descriptive in nature, is to determine the utility of Project- Oriented Learning (POL) as an active teaching methodology for the formation of competences. The analyses are based on the perception of 173 Business Administration undergraduate students in a Spanish university, enrolled in the subject of Auditing, who had to prepare and present a magazine of professional dissemination on the subject. The results obtained are indicative of the effectiveness of the POL for the acquisition of knowledge, the development of skills and the promotion of relevant attitudes/values. In addition, it enables the promotion of creativity, with a high degree of satisfaction compared to the mas- ter classes. The reading of this paper is of interest, mainly, for all those teachers involved in university teaching and with a desire to generate ideas to carry out innovative proposals.
The European Higher Education Area (EHEA) and its fundamental pillar of competence-based training require the implementation of a teaching that allows the autonomous learning of students. The main objective of this paper, exploratory and descriptive in nature, is to determine the utility of Project- Oriented Learning (POL) as an active teaching methodology for the formation of competences. The analyses are based on the perception of 173 Business Administration undergraduate students in a Spanish university, enrolled in the subject of Auditing, who had to prepare and present a magazine of professional dissemination on the subject. The results obtained are indicative of the effectiveness of the POL for the acquisition of knowledge, the development of skills and the promotion of relevant attitudes/values. In addition, it enables the promotion of creativity, with a high degree of satisfaction compared to the mas- ter classes. The reading of this paper is of interest, mainly, for all those teachers involved in university teaching and with a desire to generate ideas to carry out innovative proposals.
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