M. Fuentes Agustí1, J.P. Barberà Cebolla2

1Universitat Autònoma de Barcelona (SPAIN)
2Universitat Oberta de Catalunya (SPAIN)
With the advent of Information Technology and Communication (ICT) extra-curricular learning time becomes more important. There is a strong tendency to move the trial outside of the school through the online learning platform (Moodle is the most used in the Spanish environment). And the introduction of new more versatile, heterogeneous and unpredictable resources that help the extra-curricular academic study. Examples are the didactic proposals of study and learning that bring together virtual classrooms of the centers, the time spent by students to seek multimedia information over the Internet, blogging subjects or areas of knowledge, academic use that students of social networks (facebook, whatsapp, etc.) ago. In this direction we can talk about different methodological innovations in teaching and student learning totaling more importance to the management extra-curricular time, such as calls Flipped Classroom, team work outside school hours via the Internet using resources such as Wikis, Gloogledocs, etc.; or the creation of Personal Learning Environment.

This article describes the first stage of an investigation which aims to investigate the management of extra-curricular time students in secondary education from the analysis of the number of hours spent by the student extracurricular academic activities, strategies Learning to use during this time, the focus of study, organization and affective-emotional characteristics. For this analysis has been developed and validated a questionnaire specific assessment on the management of extra-curricular time students. The results indicate that the way students of secondary school manages its extra-curricular study time and resources used affects academic performance.