Freeman et Al (2014) compared the performance in undergraduate science, technology, engineering, and mathematics courses under traditional lecturing versus Active Learning and concluded that “average examination scores improved by about 6% in Active Learning sections, and that students in classes with traditional lecturing were 1.5 times more likely to fail than were students in classes with Active Learning”. In addition to be a pontetially more enjoyable approach, these methodologies have demostrated to improve significanly the performance of the students in many areas of knowledge in high level education. Bright examples are Active Learning or Research-Informed Learning phylosophies which aim to give a more participative role to the students and motivates the learning proccess by means of practical examples. New teaching methodologies have arised during the last years and many of them have been leaded by the introduction of emerging technologies.
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