STUDENTS' PERCEPTIONS ACCORDING TO ACTIVE

METHODOLOGIES IN THE CONTEX OF THE EUROPEAN

HIGHER EDUCATION AREA

Ángel F. Villarejo-Ramos, Manuel J. Sánchez-Franco and Fernando Criado-García-Legaz

Department of Business Management and Marketing, University of Seville, Av. Ramón y Cajal, s/n, Seville, Spain

Keywords: Perceived institutional support, Learning methodologies, ICT, EHEA, Students` satisfaction, Skills

development.

Abstract: The learning methodologies (i.e., participative), the perceived institutional support and the learning

performance linked to the use of information and communication technologies (ICT) are considered as the

background to student satisfaction and the development of generic and specific skills for professional results

after graduating. In particular, the main objective of this paper is to research about students` perceptions

according to participative learning methodologies, the use of ICT and the institutional support in the

University context. This study, firstly, provides an analysis of the expectations of current undergraduate

students in the business and management area. Secondly, it analyzes a causal model related to the use of

participative teaching methodologies, perceived institutional support, and the use of ICT in the teaching-

learning process, as determinants of student satisfaction and skills development in the context of the

European Higher Education Area (EHEA). Previous analysis about expectations and the theoretical model

and the hypotheses discussed above are validated through a non-probabilistic sampling and self-selection.

The data are particularly collected from a sample of questionnaires filled out by second course

undergraduate students (University of Seville, Spain).

1 INTRODUCTION

In recent decades there have been numerous changes

in the context of university teaching. In the 80s, the

globalization of higher education meant the

quantitative and qualitative increase in the university

offer. The University experienced a growth in the

number of students and professors, as well as the

incorporation of new study plans adapted to the

technological, cultural and social changes. In the

90s, the paradigm of the new university management

model was the quality improvement of the teaching

service. Concepts of business management were

adapted, such as continuous improvement, process

assessment and quality standards. The 21

st.

Century

has begun with the process of convergence towards

the European Higher Education Area (EHEA). This

context means that important methodological

changes, the involvement of the university

institutions and the development and use of

information and communication technologies (ICT)

have become key elements to achieve success in the

teaching-learning process.

Currently, having surpassed the first phase of

adaptation towards European convergence, the broad

offer of Degree studies in Spanish universities has us

facing the need to reflect about how these changes

will be met with and adopted in the university

context during the next decade.

This convergence framework does not mean

homogenizing curriculums or procedures but rather

the abilities and the skills that are characteristics of

each degree (Fernández et al., 2008). This is why

each university has tried to develop plans and

strategies that are coherent with their socio-

educational and professional realities (De Miguel,

2005a). The key to the success of implanting Degree

studies can therefore be in detecting those needs and

in adapting the new study plans to the achievement

of the specific skills and the accomplishing of the

students' expectations in the socio-professional

placement that they will experience in the 21st.

century. A high satisfaction level as a student and as

a graduate will then be attained. Yet, as Correa and

Paredes (2009) remarked, Spanish universities do

not always incentivize the teaching staff taking part

Villarejo-Ramos A., Criado-García-Legaz F. and Sanchez-Franco M. (2011).

STUDENTS’ PERCEPTIONS ACCORDING TO ACTIVE METHODOLOGIES IN THE CONTEX OF THE EUROPEAN HIGHER EDUCATION AREA.

In Proceedings of the Second International Conference on Innovative Developments in ICT, pages 87-96

DOI: 10.5220/0004472200870096

 SciTePress

in processes of transforming their methods, which is

why the need for a change in the teaching training

model has been detected. This implies real

adjustments towards more participatory

methodologies.

On the other hand, learning with these

characteristics requires methods that favour

reflection about what is done, how it is done and

what results are achieved. The students will in this

way be able to use this as a strategy to improve their

own performance, thus developing the most complex

competence of all: that of learning how to learn with

a critical sense (Fernández, 2006).

As is logical, insecurity and uncertainty have

appeared in the renovation process in the university

area. This has been particularly so when they are

linked to a change that has the scope of the

adaptation to the new pedagogical methods and a

new philosophy of university teaching (Monereo y

Pozo, 2003; Álvarez y Pérez, 2004). All this is

immersed in a framework of the students'

delocalization and globalization (Mavondo et al.;

2004) and the multiculturality of the educational

communities at which it is aimed (Castells 2000a;

2000b). Also, constant ICT development is opening

routes to disseminate information and generate new

learning modalities, but it is also opening digital

gaps of varying importance between the students,

the professors and the university administration staff

(Área, 2000; Cabero, 2000; Zabalza, 2002).

The main aim of this current work is to analyze

the students' perceptions about their university

experience in the new Degree study plans and the

incorporation of new didactical methods, the

involvement of the university institution and ICT use

as a tool in the teaching-learning process. All of this

is from the students' perspective: accomplishing

their expectations with the satisfaction level and the

skills development needed in their future

professional work. This general aim can be specified

in the following particular objectives: (1) to detect

the methodology that the students consider should be

the aim of preferential attention by their class

professors and how knowledge and the assessment

process should be acquired; (2) to explore the degree

of ICT use by the teaching staff; and (3) to analyze

the influence of the institutional support, the

teaching methodology and the ICT use on the

satisfaction and learning of the university student,

both of them within the framework of the change of

the teaching-learning process design model with

respect to the traditional method of higher education

(Fernández and Cabreiro, 2003).

2 RESEARCH METHOD

To attain these aims we have carried out an

empirical study whose target population is the

current second year students of different social

sciences Degrees that are taught in the faculties of

the University of Seville. The information gathering

was carried out during the beginning of the 2010-11

course via an own questionnaire in which previous

research was taken into account (GIDEPA; 2005; De

Miguel, 2005a; 2005b; Fernández et al., 2008).

The final sample is made up of 402 valid

surveys. The information from the sample has been

analyzed via the statistical software PASW 18.

2.1 Characteristics of the Survey

In the questionnaire we included an initial block of

variables that allows us to identify the most relevant

characteristics of those who make up the sample (see

in Table 1). Specifically, we know the gender, age,

marital status, type of High School and the average

marks achieved, the degree of command in computer

studies and their main software applications, the

availability of a computer in the home and Internet

access and the average time of daily computer use,

both for study and leisure. Sample extracted of

undergraduate students at EHEA degrees.

Table 1: Survey descriptive characterictics.

54.7/45.3% (females/males)

Average Age: 19.9

66.6% They study in public school

68.8% Middle report Good or up in high school

99.8% They have got own computer

95.3% Internet access at home

97.4% User/expert Internet and Word

66% User/expert Power Point-Excel

25.6% User/expert Access

68.4% More an hour per day Internet-leisure

45.3% More an hour per day Internet-study

2.2 Basic Descriptive Analysis

The variables were analyzed via reflective indicators

measured on the Likert 1-5 scale (1 strongly

disagree-5 strongly agree). We show the results

obtained in the following tables.

We can be seen that the main perceived

institutional support is the promoting of virtual

communication through web pages and virtual

teaching platforms (68.2%). To a lesser extent

(40.2%), the students consider that this support

INNOV 2011 - Second International Conference on Innovative Developments in ICT

simplifies administrative tasks. However, a great

number of them reckon that institutional support

does not sufficiently respond to their study needs,

training, exchange programs and internships; nor

does it cover their communication and information

needs either within or outside the institution.

We analyze the main concerns of professors in

the organizing of classes. Students have shown a

great interest in the teachers' orienting towards

comprehending the contents they transmit and

encouraging the students' interest in their subjects.

On the other hand, students give less importance to

the fact that the professors foster their taking part in

classes and make them responsible for the learning

process.

Regarding the resources they consider the

teaching staff should use, the students prefer

specifically-prepared printed materials to other

types of support materials, both the classic ones and

those connected with new technologies. 24% of the

students do not consider the use of the books of

publishing houses or the teachers' recommendation

of them to be relevant.

With regards to the professors' means for

knowledge transmission, more than 70% have

shown an interest in the development of cases and

simulation activities and class notes. They show a

strong disinterest in traditional oral presentations,

but also in methods linked to bibliographical

investigation and self-learning. Nor do they give

much importance to the organization of debates and

work preparation, be it individual or in a group.

Finally, the majority of the students (75.2%)

consider that when marking the diverse materials,

the professor should take into account the quality of

the work carried out. What's more, it seems

important to them for the level of knowledge

attained in connection with the aims set out to be

valued. The quality of the answers in oral tests

(60.4%) and taking part in class and set activities

(62.2%) has a lesser importance. The least valued

assessment systems are classroom tutorials and

argued self-assessment: less than half of the sample

does not consider them of much importance.

The assessment of the students about ICT show

the effects most valued by the students are

associated with the better quality of access to the

didactic materials and the disposition of better

information access channels. The students give less

importance to the possibility of the teaching staff

orienting and following up the work carried out

thanks to ICT, and the development of search and

information selection skills. The least valued effects

are associated with the possibility of generating

contact and debate networks from virtual

communities and the chance of increasing the

student's interest and motivation. Lastly, we analyze

the difficulties that students perceive in the teaching

staff's ICT use. The factor that is considered to be

most relevant, though for less than half of the

sample, is the low training level perceived in the

teaching staff when they use new technologies. On

the other hand, a majority consider that the

technological resources are available and adapted for

their use in teaching.

3 THEORETICAL

BACKGROUND AND

RESEARCH HYPOTHESES

The interest that the teaching staff shows in fostering

the students' communication and participation and

promoting their responsibility in learning are key

aspects in the skills that, once the years of study

have finished, these students will have obtained

(Fernández et al., 2006). To achieve the students'

participation via interaction with the teaching staff

and with their companions favors their satisfaction

level (Fredericksen et al., 2000). A systematic

teaching methodology that is intentionally organized

to favor participation even it does not directly

promote learning does favor the probability of this

taking place (De Miguel, 2005b; 2009). What's

more, when the development of skills linked to

higher teaching aims such as the development of

critical thought and autonomous learning is sought,

methods centered on the students are more

appropriate and efficient (Fernández, 2006).

As Fernández (2006) remarks, skills training

even brings about the students' contact with the

social and professional contexts in which the future

graduate will perform. It also fosters the capacity to

learn with others, encouraging team work to

exchange ideas, opinions, points of view, etc. The

use of participatory teaching methods therefore

means the possibility of developing the abilities and

skills necessary for the university leaver in their

professional career (Villarejo et al., 2010).

As a consequence of what has been presented,

we can put forward the following hypotheses:

- Hypothesis 1a: Participative learning methodology

proposed by the professor in the classroom has a

direct and positive impact on students' satisfaction.

- Hypothesis 1b: Participative learning methodology

proposed by the professor in the classroom has a

direct and positive impact on the skills the students

STUDENTS' PERCEPTIONS ACCORDING TO ACTIVE METHODOLOGIES IN THE CONTEX OF THE EUROPEAN

HIGHER EDUCATION AREA

acquire through their academic training.

As well as the aspects referring to the use of the

most appropriate methodologies, we must study the

influence of the institutional support received during

the period as a university student. The students'

satisfaction is at times determined by multiple

factors connected with the institution, such as the

professors' level of preparation, the teaching styles

proposed and even the support for research

(Appleton-Knapp and Krentler, 2006).

Currently, universities need to implant e-learning

systems, virtual campuses and blended learning to

develop teaching practices in which research

communities take part (Bonk, 2003; Anderson,

2004; Correa and Paredes, 2009). Moreover, the

university institutions will be the ones in charge of

fostering the working out of training offers. These

are aimed at the teaching staff in order for them to

acquire the skills that are necessary for them to

attend to the new needs of Degree students and

facilitate the resources needed to carry out these

changes effectively (Álvarez and Romero, 2007).

In previous studies (Fernández et al., 2008;

Villarejo et al., 2010) it was shown that: (1) to favor

virtual communication via on-line teaching

platforms; (2) to facilitate access to carrying out

internships promoted by the University; (3) to

encourage mobility and exchange programs with

other universities; and (4) to simplify administrative

tasks are matters that can influence the satisfaction

levels attained by the students as well as the skills

that they finally acquire. We propose the following

hypotheses as a consequence of this:

- Hypothesis 2a: The institutional perceived support

that students receive during their university stay has

a positive influence on their greater satisfaction.

- Hypothesis 2b: The institutional perceived support

that students receive during their university stay has

a positive influence on the skills that they acquire.

Additionally, ICT use in university teaching is a

basic element of differentiation, compared to the

traditional system that bears witness to the

convergence of the teaching activity and the

technological advances present in society (Área,

2000; Cabero et al., 2003). Likewise, as in the

previous descriptive analysis, students' familiarity

with ICT is high and their expectations about

training in the handling of them once their university

studies are finished are also high. Technological

skills and abilities are evident even in studies among

pre-University students, in which a direct

relationship is observed between ICT use and the

development of specific skills in the subjects taught

(Oliver and Corn, 2008).

However, and as Correa and Paredes (2009)

pointed out, incorporating ICT into university life

has fostered an important change in resources and

infrastructures. Above all, it has modified the

management and academic organization model,

though this change has been less in teaching

innovation. So, for students to satisfy their training

expectations university professors must use different

technological resources to those that they dispose of

to give their classes. This will require the teaching

staff to control and handle ICT and renovate certain

methodological aspects that this new form of

teaching entails (Añel, 2008). Nevertheless, the

professors are not in all cases prepared or

accustomed to the use of these technologies

available in their centers (Cabero et al., 2003),

especially when some studies show a difficulty in

the teaching staff's ICT acceptation and use

(Mahdizadeh et al., 2008).

Our proposal thus sets out the following

hypotheses:

- Hypothesis 3a

: The degree of the professors' use of

ICT has a positive influence on the students' degree

of satisfaction.

- Hypothesis 3b: The degree of the professors' use of

ICT has a positive influence on the students'

acquiring of skills.

Students' satisfaction increases to the extent that

teaching methods based on inter-disciplinarity are

favored [inter-professional education (IPE); Barr et

al., 2005].This entails an improvement in learning

and putting it into practice in the future professional

work (Curran et al., 2008). What's more, and as

Mavondo et al. (2004) pointed out, ICT use as a

source of students' satisfaction provides them with

the possibility of getting to know and trying out

hardware and software that can encourage the

development of skills needed in their professional

work. Finally, let us consider that skills development

can be influenced by the satisfaction level attained

by the student:

- Hypothesis 4: The student’s satisfaction experience

has a positive influence on the acquiring of skills.

In the conceptual model (Figure 1), we set out

relationships between the variables analyzed by our

work. The aim of this is to favor recommendations

for professors that may bring about a better

perception of the teaching quality and the achieving

of students' skills and abilities. Its contrast is carried

out through a system of structural equations, using

the statistical pack SmartPLS 2.0. The hypotheses

set forth are of an exploratory nature. This is

because their contrast gives rise to a more accurate

INNOV 2011 - Second International Conference on Innovative Developments in ICT

knowledge of the relationships between the behavior

of the professors, the institutional support and the

students' satisfaction and learning that will orientate

future research in an area that has not, until now,

been the aim of many studies.

Figure 1: Causal model.

4 DEVELOPMENT OF THE

MODEL

As a previous step to their use in the causal model,

we have assessed the reliability and validity of the

scales that make up the measurement model.

Initially, all the items in the questionnaire for the

five constructs of the causal model were considered.

Nevertheless, an exploratory analysis showed the

need to eliminate some of them to optimize the

making up of the scales. When assessing the

suitability of eliminating some of the initial items,

we have taken into account the value of the

Cronbach  coefficient, noticing, when its value was

less than 0.7, its improvement in the case of

suppressing some of the items.

Regarding the constructs use of ICT and skills

development we have opted for keeping items with

values between 0.6 and 0.7 in their individual

reliability, with the aim of not losing information.

We checked that keeping them did not have a

negative repercussion on the reliability of the

construct measured. Throughout this process we

used the statistical packs PASW 18 and SmartPLS

2.0 (Ringe et al., 2008).

4.1 Reliability and Validity of the

Measurement Scales

We based the individual reliability of the scales

(Table 3) on the calculation of the correlation

coefficients of the items with the total of the

measurement scale and the compounded reliability

index. This must reach a value over 0.7. For each of

the measurement models, the correlations of each

indicator with the total of the scale satisfy the levels

required, above 0.6 (Bagozzi and Yee, 1988).

Advancing in the analysis of the psychometric

properties of the scales used in the research, we went

on to study their validity: of content, convergent and

discriminant. The validity of content is accepted: the

scales were designed from attributes contained in

measurement instruments validated in previous

studies.

To check the convergent validity, we saw that

the reliability of the constructs and their average

variance extracted are over the recommended values

of 0.7 and 0.5, respectively (Carmines and Zeller,

1979; Fornell and Larcker, 1981). It was also seen

(see Table 2) that in all the constructs the reliability

index measured via Cronbach's alpha is high,

surpassing the 0.7 required in exploratory research

(Cronbach, 1970; Ninnally, 1978).

Table 2: Convergent Validity.

CONSTRUCTS AVE Composite Reliability

Cronbach’s 

IPS .5577 .8345 .7372

SS .5864 .8501 .7659

ICTU .5608 .8355 .7359

PLM .5323 .8501 .7799

SD .6432 .8780 .8153

To set up the discriminant validity, the AVE

value must be above the variance shared between the

construct and the rest of the constructs represented.

For an appropriate discriminant validity, and to

simplify the comparison, each element of the main

diagonal (the square root of the AVE) must be above

the remaining elements of their corresponding row

and column (correlations between constructs)

(Barclay et al., 1995). In the model set out, the

constructs satisfy the condition imposed, which

leads us to accept the discriminant validity, as we

can see in Table 4.

Once the suitability of the

measurement model scales has been checked, the

next phase of the empirical study is the estimation of

the causal model to contrast the hypotheses set out.

4.2 Contrast of the Model Set Out

Through the development of a system of

structural equations, we have studied the

relationships between the latent variables, the

STUDENTS' PERCEPTIONS ACCORDING TO ACTIVE METHODOLOGIES IN THE CONTEX OF THE EUROPEAN

HIGHER EDUCATION AREA

estimation of the parameters and their level of

meaning (see Figure 2).

Table 3: Individual Reliability.

PARTICIPATIVE LEARNING

METHODOLOGIES (PLM)

Try to understand the contents transmitted

Encourage students' interest in the subject(s)

Foster students' communication and

participation

Stimulate students' responsibility for their

learning

PERCEIVED INSTITUTIONAL

SUPPORT (PIS)

Gives an answer to my needs concerning

studies, internships, training, exchanges and so

Covers my communication needs –

information within and outside the institution

Simplifies administrative tasks (there are

support documents, data bases…)

Favours virtual communication (Web CT,

domain us.es, etc.)

USE OF ICT (UICT)

Projection systems (Rear projection of slides,

video-projector …)

Computer, canon or multimedia systems

Internet and telematic systems

Virtual platforms (Web CT, etc.)

STUDENTS' SATISFACTION (SS)

The relationships that I establish

The interest shown in my speeches, in the

classroom, in the net and so on

The quality of the work and the tests that are

set

Passing the subjects based on the set criteria

SKILLS DEVELOPMENT (SD)

A better quality of access to the didactic

materials

An increase of our interest and motivation

The development of search and information

selection skills

The possibility of solving doubts about the

program and the subject in the most efficient

way

A good enough command of ICT to apply them

in my professional field

.7637

.8539

.8093

.7781

.7399

.7592

.7479

.7399

.7813

.8211

.6740

.7103

.7734

.7656

.7801

.7436

.7620

.7670

.7501

.7040

.6590

.8501

.8345

.8355

.8501

.8780

Table 4: Discriminant Validity.

PIS SS UICT PLM SD

PIS .7467

SS .4179 .7657

UICT .4051 .4342 .7488

PLM .3258 .2518 .2751 .7295

SD .4446 .5349 .4512 .3542 .8019

We can accept five hypotheses set out in the model:

H2a, H2b, H3a, H3b and H4. However, the

relationships between participative learning

methodologies and students' satisfaction and skills

development, have not been able to be accepted due

to the lack of significance of the relationship with

the confidence level required.

Note: t-value in brackets. Based on t

(499)

. Two-tailed test; t

(0.05; 499)

= 1.9635; ; t

(0.1; 499)

= 1.6479

Figure 2: Results.

From the contrast of the model, we highlight that

the participatory methodology does not affect the

students' satisfaction. This is justified because the

students perceive that the methods directly affect

their learning and skills development. The students

consider that the teaching activity serves to generate

and develop skills and abilities.

Institutional support directly affects the students'

satisfaction (H2a). This reflects the need for

institutional support for the adaptation to the new

EHEA as a priority of university institutions:

directly or indirectly, it influences the development

of the students' competences and skills through

satisfaction (H2b).

ICT use significantly affects the students'

satisfaction level (H3a), which corroborates the

importance that Degree students give to new ICT in

carrying out their work as students. ICT use in

teaching directly and significantly affects the skills

the student acquires (H3b). Fulfilling this last

hypothesis serves to emphasize that students'

INNOV 2011 - Second International Conference on Innovative Developments in ICT

learning in the context of university teaching is

linked to the personal characteristics of the teaching

staff. That is, their personal disposition and interest

shown in ICT use, as well as the level of use of

resources linked to ICT in teaching.

Finally, the students' satisfaction positively and

significantly influences the development of their

competences as university students (H4). This is

justified by the fact that the students find, in the

satisfaction of their needs, a possibility for the

development of their skills needed for later

professional work.

To sum up, the results of our research allow us to

accept the positive influence of perceived

institutional support on the students' satisfaction

level and the development of their professional skills

in the study area. Likewise, we can establish the

positive influence that ICT use in university teaching

has on the satisfaction level attained by the students

in their study period and on the development of their

skills for their future professional work. However,

the positive influence of the use of participatory

teaching methodologies on students' satisfaction or

on the development of their skills is not accepted,

though the latter could be accepted as significant for

a lower confidence level. Finally, the satisfaction

attained by the student favors the development of

their skills.

5 CONCLUSIONS AND SOME

PROPOSALS FOR

IMPROVEMENT

As a result of the exploratory study carried out, there

is a series of contributions related to the students'

perceptions that we consider relevant:

- The importance of perceived institutional support

for the development of their university activities.

They have shown a special interest in the

development of techniques that favor virtual

communication through e-learning platforms (Bonk,

2003; Anderson, 2004). This is the result of a

growing interest of the universities in involving

themselves in the adaptation process towards

European convergence and the favoring of a more

participatory teaching.

- The students give great importance to the concern

shown by the teaching staff in the development of

the training activity. They consider that it is very

important to encourage interest in the subjects and to

favor the communication and participation of the

students. This is why they prefer specific materials

for the subject and more practical classes via the use

of cases and simulations.

- On the other hand, the professors do not show a

special interest in the development of new teaching

methodologies that substitute more traditional

methods. Indeed, the students have shown little

interest in self-assessment and assisting tutorials as

assessment mechanisms. This leads us to think that

the teaching staff will need to not only adapt their

teaching methods to the new demands of the EHEA,

but also take part in the design and use of these new

methods to get more out of their work.

- The students' valuing of the lecturers' ICT use is

especially favorable when it has a positive influence

on the possibility of accessing to information or

problem solving. However, they do not perceive that

much importance is given to their motivation, the

generating of networks of flexible contacts or the

setting up of virtual learning communities. These

aspects mean an important lack for students who

find themselves, beginning a university career in

which they are starting to build their own systems of

relationships. We add to this the importance that

students give to the low training level for ICT use

that they perceive among the teaching staff (Cabero

et al., 2003).

- The students are not very satisfied with the interest

that the teaching staff shows in their participation in

the classroom and online as well as the quality of

work and tests that the professors present in the

development of the teaching-learning process.

From the analysis of the causal model, it emerges

that institutional support is important to achieve the

adaptation of these new systems and the

involvement of the university institution and the

teaching staff in the setting up of new methods

adapted to the new technological environment

(Ávarez and Romero, 2007). This perceived

institutional support positively affects the students'

satisfaction level and the possibility of developing

the specific and generic skills necessary for their

professional work after graduation.

ICT use in teaching favorably affects the Degree

students' level of satisfaction and the development of

their professional skills. We must, however, pay

special attention to this point as the restructuring of

the educational and training systems may not be

enough. Especially so when the ICT development

programs in university training are only centered on

technological aspects (Gromaz et al., 2008), thus

abandoning the true methodological character that

the teaching-learning process should signify.

STUDENTS' PERCEPTIONS ACCORDING TO ACTIVE METHODOLOGIES IN THE CONTEX OF THE EUROPEAN

HIGHER EDUCATION AREA

Due to all this, with regards to the university

institutions and from the perspective of the teaching

staff, it seems necessary to develop: 1) institutional

policies to promote and deploy technological

infrastructures and ICT access; 2) spaces for

personal and cooperative work, bearing in mind the

communication tools available via ICT–mails/

emails/ notice boards and messages, forums and chat

groups, videoconferences, and so on; 3) systems of

inter and intra-institutional information

dissemination; 4) training models paying attention to

the indicators diagnosed, taking into account the

most deficient projects, areas and variables ; and 5)

stimulating change processes oriented at reducing

the digital gap in the teaching sectors that are least

adapted to ICT use, as well as processes associated

with the use of technologies to improve teaching in

all its dimensions.

ACKNOWLEDGEMENTS

This paper has supported by Consejería de

Economía, Innovación y Ciencia (Junta de

Andalucía-Spain) through of the Excellence

Research Project (P09-SEJ-4568 and SEJ-5801).

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STUDENTS' PERCEPTIONS ACCORDING TO ACTIVE METHODOLOGIES IN THE CONTEX OF THE EUROPEAN

HIGHER EDUCATION AREA