At present, Spanish universities are inmersed in a continuous process of change which affects  directly the teaching learning process so that teaching  is not enough anymore and students are required to show what they have learned.

Thus it is necessary professors to carry out a meaningful collaborative  turn from the pedagogical, epistemological and psychological points of view towards finding new teaching strategies and alternatives taking into account the principles of creativity, quality, competence and collaboration  promoted by the new model of society (López, 2007).

The transition from a teaching based educational model  into  another based on learning implies a  big ¨cultural change¨ for the University as an educational institution. Among the main pillars  of this change  we find the so called  ¨methodological renewal¨. These new teachings  bring forth a reformulation of the  roles and competences of the professors and the students based  in the use of active methodologies.

Tha main goal of active learning methodologies is to have the students reach the objectives established in the different subjects at the same time they are  developing  competences, abilities and values such as team work, communication abilities, reflexion  capacity, among others. For this  professors must search, select and organize diferent activities to facilitate meaningful learning. This new function  turns it into a student centered process.

Regarding university students, we might be talking of a new profile, which charactierize themselves as  IT experts, users of new communications trends, interested on online selflearning, demanding  knowledge sistematization, etc. All these suppose providing the students with the capacity to learn by themselves within task forces.

The implementation of active methodologies has become a main concern in Higher Education. However, it seems  a better option the methodological diversification with sequences and  different combinations according to the diversity of circumstances in which Higher Education takes place, for example combining master classes with active learning methodologies(León et al., 2010).

 According to the above mentioned issues the main goal  of this study is to know the opinion and perception of the professors and the students about the use of active methodologies at the University, specifically at the University of Granada (UGR). Understanding perception as the  interpretation of reality both groups of individuals ( professors and students) make about the usage of active methodologies in university classrooms.

Some of the specific objectives of this research are:

• Describe the different active  methodologies which are currently being implemented at UGR.
• Get to know the opinion professors and students have about the usage of  these active methodologies in teaching.
• Compare the usages of these active learning methodologies in the different scientific fields taught in UGR, such as  Social Sciences, Law Sciences, Technical Teaching, Humanities, Experimental Sciences, Health Sciences.
• Compare the opinion students have with that of professors regarding the usage of active methodologies.

Barkley, E. F.; Croos, P. y Major, C.H. (2007). Técnicas de aprendizaje colaborativo. Madrid: Morata. De Miguel, M. (2005). Cambio de paradigma metodológico en la Educación Superior Cuadernos de Integración Europea, 2, Septiembre 2005, 16-27. http://www.cuadernosie.info Fernández, A. (2009). Metodologías activas para la formación en competencias. ICE de la Universidad Politécnica de Valencia. Material de trabajo entregado en actividades de formación del ICE. Imbernón, F. y Medina, J. L. (2006). Metodología participativa en el aula universitaria. La participación del alumnado. En Propuestas para el cambio docente en la Universidad. Barcelona: Octaedro-ICE Universidad de Barcelona. Johnson, D. W.; Johnson, R. T. y Holubec, E. J. (1999). El Aprendizaje cooperativo en el aula. Madrid: Paidós. León, M. J. y otros (2010). Innovación docente de calidad y mejora de la enseñanza universitaria. López, M. C. (2007). El espacio europeo de educación superior y su impacto en la evaluación del proceso enseñanza-aprendizaje: Educaçao Temática Digital, 9, 50- 67. Brasil. MEC. Consejo de Coordinación Universitaria. (2006). Propuesta para la renovación de las metodologías educativas en la universidad. http://www.unizar.es/ice/images/stories/calidad/PROPUESTA_RENOVACION.pdf Monereo, C. y Pozo, J. I. (2006). La universidad ante la nueva cultura académica. Enseñar y aprender para la autonomía. Síntesis. ICE-UAB. Moust, J., Bouhuijs, P. y Schmidt, H. (2007). El aprendizaje basado en problemas: guía del estudiante. Cuenca: Ediciones de la Universidad de Castilla-La Mancha. Proyecto de estudios y análisis: innovación docente. Ministerio de Educación. Sánchez, M. (2008). Como enseñar en las aulas universitarias a través del estudio de casos. Instituto de Ciencias de la Educación: Universidad de Zaragoza. Vallejo, M. y Molina, J. (2011). Análisis de las metodologías activas en el grado de maestro en educación infantil: la perspectiva del alumnado. Revista Electrónica Interuniversitaria de Formación del Profesorado, 14 (1), 207-217.