Innovare la didattica universitaria con Hybrid Blended Learning Solution: Una ricerca design-based project per la formazione iniziale degli insegnanti
DOI:
https://doi.org/10.7346/-fei-XX-03-22_33Palabras clave:
Faculty development, soluzioni ibride blended learning, didattica universitaria, Formazione docente, metodologie didatticheResumen
L’esperienza universitaria del periodo pandemico ha rappresentato una situazione irta di criticità, ma è stata anche un’occasione per fare esperienza di didattica digitale e conoscerne le potenzialità. Questo articolo presenta una ricerca condotta nell'anno accademico 2021-22 in relazione al Progetto di Innovazione didattica per l'adozione di un modello di Hybrid Blended Learning Solution (HBLS) nel corso di laurea magistrale in Scienze della Formazione Primaria. Sono stati somministrati due questionari semi-strutturati a docenti e componente studentesca per indagare le loro percezioni sull'efficacia/qualità HBLS e sulla sua sostenibilità. Complessivamente, hanno risposto al questionario 19 docenti universitari (100%) e 364 studenti (54%). Entrambi i campioni hanno mostrato un trend positivo di apprezzamento dell'esperienza HBLS, sia in relazione alla qualità che alla sua sostenibilità. In un'analisi comparativa, le percezioni di entrambi i campioni su sostenibilità e qualità dell'integrazione delle tecnologie nelle HBLS sono risultate allineate. D'altro canto, emergono percezioni diverse per quanto riguarda l'impatto degli HBLS sulla qualità dell’offerta.
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