Abstract

This paper describes the main contributions by students from a Teaching Innovation Project (2005) at the University of Córdoba focused on a part-time attendance teaching methodology (blended learning) through a virtual space within the degree of Educational Psychology. The most relevant contributions to the project (later applied in the Faculty of Educational Sciences in the University of Granada, Spain) are also collected. The students’ thoughts on the strengths and weakness as the main receptors of teaching in the European Space are an important factor in the improvement of teaching restructuring, based on the training necessities of all the educational agents involved directly and indirectly in this moment of change (teachers, students, educational authorities, etc.).

Abstract

Our aim in this article is to make a synthesis of Alfred Morel-Fatio’s main studies on Catalan language and literature, as well as to define his work in 19th century Catalan studies, especially in France, but also in the rest of Europe. It is necessary to know that this French scholar had a leading role in the deployment of Catalan university surveys outside Catalan countries, as well as making significant contributions to the deployment of Catalan philology. So, we conclude that Morel-Fatio has the merit of being the first professor to introduce the study of Catalan language and literature into university. Apart from that, it is important to highlight the influence of its summaries on the history of the Catalan language and literature published in the Grundriss, because they were the main description of this part of Catalan culture available to European Romanists at that century. In addition, they contributed decisively to the development of modern Catalan philology influencing several Catalan philologists.