ACTIVE LEARNING METHODOLOGIES IN HIGHER EDUCATION: BEYOND THEIR APPLICATION, WHEN DO THEY MAKE THE DIFFERENCE FOR PROFESSIONAL TRAINING?

Abstract

The purpose of this article is to identify under what conditions the use of Active Learning Methodologies in Higher Education really makes the difference in the training of professionals. From a qualitative research approach, we have developed a theoretical study seeking the meanings with which contemporary authors like Ken Bain, Hargreaves, Imbernón, Pozo, Saturnino de la Torre, Veen Vrakking, Zabalza, Moran, Bacich, and Masetto have been discussing this question. In the next step, we relate these studies to our teaching experience, research, and publications since 2007 on this subject. The studies allowed us to answer the question and conclude that for Active Learning Methodologies to make a real difference in higher education, its use must be integrated with the objectives of professional training, the student’s protagonism and an attitude of pedagogical mediation of the teacher.