Abstract:

The objective of the research was to assess student satisfaction regarding their academic training in a postgraduate course in administration based on two active methodologies: Flipped Classroom and Project-Based Learning. The research approach used was quantitative with a descriptive scope with a comparative design. A questionnaire was elaborated and applied to collect the information of the student assessment on the use of active methodologies in a total of 88 participants. The results were that the students recognize that the Flipped Classroom and Project-Based Learning promote academic training through the proper use of videoconferences that allowed integrating what they learned into work performance; the explanation provided by the faculty regarding the planning and implementation of the course; the incorporation of virtual databases, the promotion of synchronous and asynchronous communication, as well as collaborative work and the use of formative evaluation. The conclusion is to incorporate the use of these two active methodologies in the academic training of postgraduate students because it promotes educational quality.

Keywords:

Academic training, educational quality, Flipped Classroom, Project-Based Learning students.