Abstract:

The entry into force of the European Higher Education Area (EHEA) entailed a profound restructuring of university teaching, drawing a scenario where the teaching-learning process is characterized by shared responsibility between students and teachers. Thus, students acquire an active role in the process of learning and acquisition of competences, while teachers must guarantee the development of basic abilities and skills using all those resources available to them.

In this evolution of the higher education process, information and communication technologies (ICTs) have played a relevant role, both as a complement to face-to-face teaching and in distance learning. Some research published by the World Economic Forum (WEF) provides evidence that online learning can be even more effective than face-to-face learning, showing that students retain between 25% and 60% more material when learning online, compared to just the 8-10% in a classroom. This is because students can learn at their own pace, going back and rereading the material provided online, choosing the concepts they want to learn at all times, concluding that online learning increases the retention of information and takes less time.

If the role of technology was already important, without a doubt, it has become vitally important for the learning process and the maintenance of educational activity, given the exceptional situation in which the academic field has been immersed, as a result of the crisis health caused by COVID-19. Despite the unprecedented situation, there has been a rapid adaptation by the university community, moving from face-to-face teaching to a virtual environment. This experience of online teaching for some will be left behind after the health crisis has been solved, but others believe that a new hybrid model of education will emerge from it, with significant benefits.

In this context, we understand that the future of university education depends more than ever on the participation of students, ICTs and the performance of the teacher. Therefore, projects like this are justified by the need to virtualize the teaching-learning process, developing active methodologies as a key factor to satisfy learning needs and thus improve the quality of teaching. In addition, it seeks to involve students in their learning process, actively participating in various initiatives, which is decisive in the acquisition of new knowledge, competencies and skills.

So, the main objective of this project is to design and implement the necessary activities to virtualize the teaching-learning process in the subject " Design and Development Curriculum II" because the characteristics of this subject, both for its training content and for the competences that students must acquire, make it a suitable setting for carrying out the transition from classroom-based to online teaching.The main tool that will be used in the implementation of this online teaching methodology will be the Blackboard Learn virtual classroom.

As main results, the teaching team hopes that the virtualization of the subject can greatly improve the degree of student learning. To do this, the academic results obtained will be measured and compared with those of previous years, to analyze possible divergences. Also will be collected the improvement proposals made by the students, through evaluations and surveys carried out on the online platform before the start of the course and upon completion.

Keywords:

Face-to-face, virtual, remote learning, information and communication technologies.