The e-tivity as a developmental and widespread teaching practice. A case study in Higher Education
DOI:
https://doi.org/10.7346/sird-012024-p111Keywords:
E-tivities, Active Learning, Blended Master Degree, Higher Education, Instructional DesignAbstract
The article examines the introduction and implementation of E-tivities in the design of online activities aimed at active and interactive learning. E-tivities go beyond the simple delivery of online content, aiming to stimulate active and interactive learning by fostering meaningful student participation. The inherent flexibility of E-tivities makes them adaptable to individual and group contexts, providing a personalized learning experience.
The paper presents a study conducted on 20 students, analyzing the interaction modes and perceptions of E-tivities as learning devices. Two guiding questions are highlighted: how to optimize the structure of E-tivities and what is the student's perception of these activities. The research is designed as a pilot case study and takes place in the context of a Blended Master's degree course.
The results and discussion highlight critical aspects of the design of E-tivities, including the importance of feedback, the structure of the activities, the time required, and students' self-perception.
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