1 Universidad de Barcelona (SPAIN)
2 Universidad Ramon LLull (ESADE) (SPAIN)
3 Universitat Jaume I (SPAIN)
4 Universidad Miguel Hernandez (SPAIN)
About this paper:
Appears in: INTED2014 Proceedings
Publication year: 2014
Pages: 2515-2520
ISBN: 978-84-616-8412-0
ISSN: 2340-1079
Conference name: 8th International Technology, Education and Development Conference
Dates: 10-12 March, 2014
Location: Valencia, Spain
This report is born as a result of a need of our teaching Innovation Group in order to analyze the most relevant aspects of implementing a blended course using two techniques, in–person classroom teaching and student’s self-learning. The aim is, therefore, to analyze if such a hybrid teaching provides advantages over a traditional teaching and over the on-line tools and methods that have been included into the teaching catalog. In line with this goal, we also pretend to value the academic results and the effective application of the students learning.

Starting from an ECTS methodology, and having examined, previously, this teaching method, it is necessary to analyze the experience carried out in the first year of Law Degree, in particular in the Roman Law course. This way we will be able to know the students satisfaction level, if the adjustment of the in-person classroom hours to the subject content is correct, if the use of the on-line campus is right, the adequacy of the support materials used through the intranet, the activities to be performed by students, etc.

To sum up, the experience that we want to expose and evaluate, combines traditional aspects of in-face class teaching with innovative aspects based on self-learning where the students becomes protagonist of his own learning.

The previous explanation justifies our attempt to analyze, in first place, the in-face classroom aspects of the subject, taking into account matters such as the course teaching hours and the distribution of these sessions. Secondly, we pretend to examine the virtual aspects, based on the task assigned to the students, the tools used and the resources at the student’s disposal. Finally it is necessary to value the combination of such a different techniques, and, in case of detecting a dysfunctions in this teaching model, proposing solutions that make this model become an efficient system that not only promotes the concepts assimilation, but also the acquisition of skills needed in the comprehensive training context.

Due to the variety of professionals that compose our Innovation Group, it is obvious that the 'iter', to follow up, pass by analyzing the issues referred in three Universities of the basin’s Mediterranean: the University of Barcelona, the University Jaume I of Castellón and the University Miguel Hernández of Elche.