Abstract:

The new European Higher Education Area (EHEA) has triggered curricula redesigning in most of the Universities all over Europe in order to adapt them to their new guidelines emphasizing the importance of introducing methodologies to place the student at the center of the teaching/learning process. Under this new educational scenario, this study presents various methodological resources that have been administered through virtual learning environments on different subjects related to business management, as well as experience in the adoption of various tools that offer these virtual environments.
The use of virtual environments offers many advantages to teaching/learning process. Among them it is highlighted its support to two of the new EHEA: independent learning of students based on their own experience, cognitive structures and social identity; and the development of information management skills. The information and communication technologies (ICT) allow, thus, students to take a more active role and responsibility in their learning process. Furthermore, ICT encourage students’ skills for searching, selecting, analyzing and organizing information.
However, ICT alone will not generate independent learning by the students. The teacher should be involved in designing an environment that encourages the integration of students in the process of planning, monitoring and evaluation of their own learning, that is, the development of students' skills for learning to learn.
Business management subjects, with a complex and multi-disciplinary nature, require particularly the introduction of participatory methodologies that encourage students’ reflection and criticism, the resolution of business study cases and the development of research projects. Both methodologies can be implemented in the classroom and beyond, through the use of ICT.
This study describes the experience in using different types of practical activities that can be managed through virtual environments that allow, among others, to develop information management skills, criticism and reflection, cooperation, and knowledge and skills in the field of business management.
Finally, and in order to know students' predisposition towards these activities and their assessment of the methodology and the use of virtual environments to solve this type of activities, we administered an anonymous survey. The results of this survey will help us to draw more precise conclusions about the possibilities of ICT to increase students’ motivation, autonomy and competences in subjects related to business management.

Keywords:

Virtual environment, information and communication technologies, business management, European Higher Education Area.