Perché i docenti dovrebbero considerare l’Esperienza Utente all’interno dei Sistemi di Gestione dell’Apprendimento: Un approccio basato sulla Community of Inquiry durante le restrizioni per il contenimento del COVID-19
DOI:
https://doi.org/10.7346/-fei-XXI-01-23_27Parole chiave:
Affordance, istruzione, Progettazione didattica, Esperienza utente nell'istruzione, Sistemi di gestione dell'apprendimento, Analisi degli accoppiamenti bibliograficiAbstract
La Community of Inquiry è stata frequentemente adottata nella ricerca e nella didattica in contesti educativi online e ibridi, laddove il Sistema di Gestione dell’Apprendimento può condizionare le prestazioni dei discenti. Tuttavia, la scelta dell'ambiente digitale più adeguato spesso prescinde dall'esperienza utente. Una revisione della letteratura evidenzia che l'usabilità è stata considerata solo occasionalmente in questo contesto, pertanto, è stata condotta un'analisi bibliometrica per esaminare la mappatura delle parole chiave e i caratteri salienti dell'affordance circoscritti a quest’ambito di ricerca. L'adozione del concetto di affordance riconosce lo status preesistente alla Social Presence e alla Cognitive Presence come qualità nidificate nell'ambiente digitale, ma in grado di manifestarsi solo quando i discenti agiscono. Un'indagine condotta durante l’adozione delle restrizioni COVID-19 in Italia, consente di osservare la Teaching Presence in una piattaforma Moodle universitaria. I risultati suggeriscono che i docenti dovrebbero riconoscere le affordance educative e sociali per incorporale nella progettazione didattica.
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