In current university education, the role of students tends to be predominantly passive (especially in the traditional oral-based lessons) and therefore does not favor the exercise and development of the essential competencies required in the work environment (De Prieto et al, 2021). In addition of that, there is evidence that shows that students learn more effectively if they are active rather than passive during the learning process (Wood, 2004).
Faced with traditional technologies, Minerva is committed to active learning strategies and methodologies of proven efficiency that seek students to obtain significant and high-level results. Active learning provides students with opportunities to interact with content. Learning by doing (i.e. using information to solve a problem) or experiential learning has been proved to be more effective than learning by reading or listening. The latter refers to a knowledge acquired through practice that also implies a reflection and directs us to the term experimentation (provoking an observation with the intention of studying certain phenomena (Leininger-Frezal, 2021). The Experiential Learning Theory emphasizes the central role that experimentation plays in the learning process. It is based on the contributions of important 20th century authors and their theories about learning and human development, such as John Dewey, Kurt Lewin or Jean Piaget (Kolb and Kolb, 2005).
Research indicates that active learning improves student academic performance; increases student engagement and critical thinking; and improves student attitudes (Hadman et al, 2013). According to that, it is important to know the emotions implied in the learning process (motivation or lack of it). Encouraging the motivation and involvement of students is essential to guarantee the completion of their program and their academic performance.