Use of portfolio management simulators and learning
| Autor | Paola Plaza Casado, Jessica Paule Vianez, & Sandra Escamilla Solano |
| Cargo del Autor | Universidad Rey Juan Carlos |
| Páginas | 517-529 |
— 517—
CAPÍTULO
USE OF PORTFOLIO MANAGEMENT SIMULATORS AND LEARNING
PAOLA PLAZA CASADO, JESSICA PAULE VIANEZ, & SANDRA ESCAMILLA SOLANO
Universidad Rey Juan Carlos
INTRODUCTION
The emergence of new technologies and social networks has allowed the teaching
innovation projects developed to ensure a renewed and interdisciplinary teaching
(Molina, 2012; Salinas, 2004; Vandeyar, 2020). Information and Communication
Technologies (ICT), virtual personal learning environments and the use of simulators
help the teacher to develop activities, which improves teaching innovation and
student learning (Díaz-Marín, Vazquez-Martínez, & McMullin, 2014; Espuny, Llexia, &
Gisbertt, 2011). Given the public and social service function, the universities must
adapt the education system where the use of ICTs is fundamental in student learning
(Díaz-García, Almerich, Suárez-Rodríguez, & Orellana, 2020).
In finance, the studies are mainly in the field of financial markets as it is based on
portfolio management games (Dressler, Rachfall, Kapanen, & Foerster-Trallo, 2016;
Gómez-Martínez, Prado-Román, & Escamilla-Solano, 2016). The objective of this work
has a double contribution: academic shedding light on the state of the art of learning
in the university environment and practice analyzing how carrying out a portfolio
simulation activity affects student learning.
Within the learning process, there are different styles that constitute a central
aspect of the educational process (Chavarría & Rodríguez, 2009).
In the different teaching-learning strategies, the goal is to capitalize on studies on
how the individual accesses knowledge to propose guidelines that make it more
effective (Carvajal, 2014). Competency learning in which competencies become a part
of the market dynamics (Tobón, 2006) and are not a consequence of the development
of pedagogical theory, originated the birth of this concept to bring the University
closer to the work and professional environment. The evolution of the way of learning
responds to new changes, challenges and demands.
The appearance of the European Education Area (EHEA) has changed the way of
teaching and approaching learning, the student goes from being a passive recipient to
becoming an active agent (Meana-Fernández et al., 2020). The teacher has to reinvent
himself, from being a transmitter of knowledge, to become an accompaniment,
orientation and guide role. The main consequence is a change in perspective in
teacher training since it has to adapt to a new scenario. There is a concern to review
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