Abstract:

Various institutions and curricula (see Bologna Plan or European Higher Education Area) increasingly advise the use of a series of educational methodologies oriented to the attainment of various skills by students over the transmission of knowledge which has traditionally been developed mainly in face-to-face teaching systems (Murillo-Zamorano, Sanchez, & Godoy-Caballero, 2019). Among these new methodological approaches, we find Gamification (Aguilar-Castillo et al., 2020), The Case Method (Seibert, 2021) or what is perhaps the most widespread in university classrooms, the Flipped Classroom Model (O'Flaherty and Phillips, 2015).

However, due to the COVID-19 pandemic, the Spanish university system has had to adapt, moving in a first stage to an online model and later to a hybrid system. Therefore, the traditional master class, where the professor transmits knowledge to his students, suffered from several weaknesses in these systems, in which other learning methodologies are necessary for the complete development of the student (Murillo-Zamorano et al., 2019). Even more so in a hybrid model in which the entire student body could not be counted on for the development of the subject. This is where the need arises to use other methodologies that are not only adaptive to the circumstances, but must be maintained over time to try to reduce the gap between what companies demand, what students are able to learn and the acquisition of skills needed to face the world of work.

Given this purpose, this paper demonstrates the case of good teaching practice through the use of various alternative methodologies during this period, presenting in a final reflection whether these new learning systems have a place in the face-to-face university system.

This paper deals with the case of the subject "Production Management and Administration" of the double degree in Law and Business Administration and Management at the University of Jaén after the corresponding addendum made during the lockdown. Thus, the students had to watch some videos, read texts and books in order to elaborate a series of expository works that dealt with each of the didactic units that make up the subject. This learning environment was combined with case studies and examples of gamification in the classroom. During the presentation, some examples of how the sessions were carried out can be seen.

With this, absenteeism (one of the biggest problems detected in this hybrid system) was reduced to marginal figures, as well as achieving a high participation rate by the students, who showed a high degree of satisfaction with the subject (the comparison will be made in the final work).

Regarding the main conclusions that can be drawn from the post-pandemic stage, undoubtedly, the traditional master class must be complemented with these new study methodologies, moving from the traditional "learn-learn-learn-do" scheme to a scheme that makes university classes "learn-do-learn-do" more functional. This will not only reduce absenteeism rates, but also improve student involvement in the subject by making them participants in the learning process.

Keywords:

New teaching methodologies, good teaching practice, Hybrid system, COVID-19.