ON-CAMPUS

 The teaching methodology used in the face-to-face modality is divided into four steps for each of the sessions that make up the subjects of the program:

• Students must prepare before the session, the tasks recommended by the professor: reading an article, watching a video, solving a practical case or exercise, etc. In this way the student prepares the subject of the session and acquires a previous knowledge that will allow him/her to take better advantage of the session together with the professor and the rest of the classmates.
• The professor dedicates the first part of the session to work on the concepts related to the topic of the day, encouraging debate and discussion among the students, taking advantage of the fact that they have prepared the previous tasks and start from a previous knowledge.
• The professor dedicates the second part of the session to the analysis, debate and resolution of the case study or exercise proposed. Therefore, the concepts covered in the first part of the session are taken to a practical environment to strengthen the students’ learning. It is essential for students to work on the case study or exercise during the second part of the session, in order to contribute to the group.
• It is recommended that students prepare at home the homework assignments requested by the professor after the session, which are intended to consolidate was covered and worked on in class.

ONLINE

The teaching methodology used in the online modality is based on a proprietary approach developed by La Salle URL called SDBL (Self Directed Based Learning). SDBL is an active methodology grounded in situational learning and self-directed learning. Through situational learning, students address real business problems and scenarios via challenges, enabling them to consolidate newly acquired knowledge. Through self-directed learning, students determine how to progress in their training based on their prior experience.

Each week, the LMS (Learning Management System) platform releases the content for a new topic. The weekly structure is as follows:

Synchronous kick-off session:

• The professor provides an overview of the content and tasks that students will encounter throughout the week. The objective of this session is to help students identify, at a personal level, which aspects of the upcoming content may present greater difficulty for them individually.
• The professor also addresses any questions related to the previous week’s topic.

Between synchronous sessions:

• Students review the session content and complete the assigned tasks related to the week’s topic in order to consolidate knowledge and identify potential doubts or areas requiring clarification.

Synchronous check point session:

• The professor addresses any questions students may have regarding the current week’s content.
• The professor may introduce additional content or practical cases of interest.
• The professor fosters debate and discussion among students about the week’s content to support comprehension and enhance learning outcomes.
• The professor provides oral feedback on the deliverables submitted in the previous week’s feedback pool, highlighting common difficulties and errors. This session is intended exclusively for feedback purposes and does not involve grading. Feedback pools are designed to allow students to broadly validate their task resolutions with the mentor. They offer students the opportunity to test their responses and receive guidance before submitting the final deliverable. Based on the mentor’s feedback, students can refine and complete their work before submitting the final assessed version, benefiting from prior academic support.

Remainder of the week:

The objective is to complete the development of the week’s tasks based on the clarifications provided during the check point session, in order to successfully complete exercises, assignments, and/or deliverables. It should be noted that most of the time during this final part of the week should be devoted to completing tasks and deliverables rather than assimilating content, as content comprehension should have been largely achieved between the kick-off and check point sessions.

The LMS platform releases content progressively (week by week) to ensure that the entire group follows the same academic pathway. In other words, the sequential release of topics ensures that all students in the program work on the same subject matter simultaneously.