Abstract:

The transformations of the educational systems brought by the European Higher Education Area have meant the incorporation of new teaching methodologies and, in particular, specific attention has been paid to methodologies which allow learning to take place both inside and outside the classroom as a way to reach and help students who, for different reasons, require this type of teaching.

In and out of classroom learning groups and classes ("Grupos Semipresenciales") aim to provide students with more flexibility in their learning, in order to better fit learning schedules with a student needs. As a consequence, Professors responsible for such learning groups must shift from the delivery of in-classroom lectures to selecting and providing adequate learning materials (among other resources) through the virtual room or website of the class, to which all enrolled students have access, in order to ease and nurture their personalized learning experience, as well as in order to allow them flexibility in the study of the course.

Thus, among others, traditional mandatory classroom schedules have been banned, allowing students more autonomy in the learning process of the subjects of their study, in our case, Roman Law.

The purpose of this paper is to highlight two teaching experiences with such methodologies in the context of two Ancient Roman Law Courses taught in the University of Barcelona and the University of Miguel Hernandez of Elche, with a view to make a relevant contribution to the debate and decision making regarding these methodologies. In this paper, we will describe and analyze the methodologies used, the evaluation regime of students, as well as our personal experience acquired in the teaching of such courses at the referred

Keywords:

Online campus, methodologies, learning directed-autonomy, evaluation, learning materials, activities, blog scholars, audiovisual resources, social networks.