Abstract

The learning of research methods is crucial for developing skills regarding the production of scientific knowledge. Research method courses are challenging for undergraduate students because they deal with abstract issues that do not have a clear connection with their professional development. Strategies of a blended, active, and problem-based learning have been used to face this problem, including dynamic virtual environments with self-assessment tools, which are better suited to the millennial profile. This article examines the effectiveness of using virtual modules for teaching research methods to undergraduate management students enrolled in a thesis seminar. The assessment revealed that students significantly improved their learning of research methods and found the pedagogical experience highly satisfactory, although there was a limited effect on the transference of this knowledge to their specific research projects. These results provide valuable implications for research methods educators and for scholars interested in this topic. Future research should consider additional qualitative measurements and variables related to differences in the pedagogical strategies of professors not included in this study.