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_33Palavras-chave:
Faculty development, soluzioni ibride blended learning, didattica universitaria, Formazione docente, metodologie didatticheResumo
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.
Referências
Alammary, A., Sheard, J., & Carbone, A. (2014). Blended learning in higher education: Three different design approaches. Australasian Journal of Educational Technology, 30(4). https://doi.org/10.14742/ajet.693
Beaunoyer, E., Dupéeré, S., & Guitton, M. J. (2020). COVID-19 and digital inequalities: Reciprocal impacts and mitigation strategies. Computers in Human Behavior, 111, 106424. https://doi.org/10.1016/j.chb.2020.106424
Binda, J., & Štofková, K. R. (2017). Blended learning as a teaching supporting solution improving the quality and effectiveness of the education process. In L. Gómez Chova, A. López Martínez, & I. Candel Torres (Eds.), EDULEARN17 Proceedings (pp. 3596–3604). IATED.
Boelens, R., De Wever, B., & Voet, M. (2017). Four key challenges to the design of blended learning: A systematic literature review. Educational Research Review, 22, 1–18. https://doi.org/10.1016/j.edurev.2017.06.001
Boelens, R., Voet, M., & De Wever, B. (2018). The design of blended learning in response to student diversity in higher education: Instructors’ views and use of differentiated instruction in blended learning. Computers & Education, 120, 197–212. https://doi.org/10.1016/j.compedu.2018.02.009
Bruggeman, B., Tondeur, J., Struyven, K., Pynoo, B., Garone, A., & Vanslambrouck, S. (2021). Experts speaking: Crucial teacher attributes for implementing blended learning in higher education. The Internet and Higher Education, 48, 100772.
Cecchinato, G., & González-Martínez, J. (2021) The lesson learned: What we have learned from the pandemic and how to innovate schools and universities to go further. Qwerty. Open and Interdisciplinary Journal of Technology, Culture and Education, 16(2), 5–9. https://doi.org/10.1016/j.iheduc.2020.100772
De Rossi, M., & Fedeli, M. (Eds.) (2022). Costruire percorsi di faculty development. PensaMultimedia.
De Rossi, M., & Ferranti, C. (2017). Integrare le ICT nella didattica universitaria. Padova University Press.
De Rossi, M. & Trevisan. O. (2018). Technological Pedagogical Content Knowledge in the Literature: How TPCK Is Defined and Implemented in Initial Teacher Education. Italian Journal of Educational Technology, 26(1), 7–23. https://doi.org/10.17471/2499-4324/988
EUA (2006). Quality Culture in European Universities: A Bottom-Up Approach: Report on the Three Rounds of the Quality Culture Project 2002-2006. European University Association. Retrieved September 30, 2022, from https://eua.eu/resources/publications/656:qualityculture-in-european-universities-a-bottom-up-approach.html
Farnell, T., Skledar Matijević, A., & Šćukanec Schmidt, N. (2021). The impact of COVID-19 on higher education: A review of emerging evidence. Luxembourg: Publications Office of the European Union. https://doi.org/10.2766/069216
Graham, C. R. (2006). Blended learning systems. In C. J. Bonk & C. R. Graham (Eds.), The handbook of blended learning: Global perspectives, local designs (pp. 3–21). Wiley.
Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The difference between emergency remote teaching and online learning. http://hdl.handle.net/10919/104648
Jonker, H., März, V., & Voogt, J. (2018). Teacher educators’ professional identity under construction: The transition from teaching face-to-face to a blended curriculum. Teaching and Teacher Education, 71, 120–133. http://dx.doi.org/10.1016/j.tate.2017.12.016
Kaleta, R., Skibba, K., & Joosten, T. (2007). Discovering, designing, and delivering hybrid courses. In Picciano, A. G., Dziuban, C. D. (Eds), Blended Learning: Research perspectives (pp. 111–144). Needham (MA): Sloan Consortium.
Manca, S., & Delfino, M. (2021). Adapting educational practices in emergency remote education: Continuity and change from a student perspective. British Journal of Educational Technology, 52(4), 1394–1413. https://doi.org/10.1111/bjet.13098
Manca, S., Persico, D., & Raffaghelli, J. E. (2021). Emergency remote education: Methodological, technological, organizational and policy issues [Editorial]. Italian Journal of Educational Technology, 29(2), 3–9. https://doi.org/10.17471/2499-4324/1251
Mestan, K. (2019). Create a fine blend: An examination of institutional transition to blended learning. Australasian Journal of Educational Technology, 35(1), 70–84. https://ajet.org.au/index.php/AJET/article/view/3216
Millichap, N., & Vogt, K. (2012). Building blocks for college completion: Blended Learning. EDUCAUSE Review, 1–20. Retrieved September 30, 2022, from https://library.educause.edu/resources/2012/12/building-blocks-for-college-completion-blended-learning
Philippakos, Z.A., Howell, E., & Pellegrino, A. (Eds.) (2021). Design-Based Research in Education. Theory and Applications. Guilford.
Trentin, G. (2015). Orientating pedagogy towards Hybrid spaces. In Nata, R. V. (Ed.), Progress in education (Vol. 35) (pp. 105–124). Nova Science Publisher Inc.
Trentin, G., & Bocconi, S. (2014). The effectiveness of hybrid solutions in higher education: A call for hybrid-teaching instructional design. Educational Technology, 54(5), 12–21. Retrieved September 30, 2022, from https://www.jstor.org/stable/44430301
Trevisan, O., De Rossi, M., & Grion, V. (2021). The positive in the tragic: Covid pandemic as an impetus for change in teaching and assessment in higher education. Research on Education and Media, 12(1), 69–76. https://doi.org/10.2478/rem-2020-0008
Trevisan, O., Rossi, M. D., Christensen, R., & Knezek, G. (2022). Towards a new normalcy: Faculty responses to distance education in Italy and the USA. In T. Bastiaens (Ed.), Proceedings of EdMedia + Innovate Learning (pp. 872–878). Association for the Advancement of Computing in Education (AACE). Retrieved December 20, 2022, from https://www.learntechlib.org/primary/p/221386/
Vanslambrouck, S., Zhu, C., Lombaerts, K., Philipsen, B., & Tondeur, J. (2018). Students’ motivation and subjective task value of participating in online and blended learning environments. The Internet and Higher Education, 36, 33–40. https://doi.org/10.1016/j.iheduc.2017.09.002
Downloads
Publicado
Como Citar
Edição
Seção
Licença
Copyright (c) 2022 Marina De Rossi, Ottavia Trevisan
Este trabalho está licenciado sob uma licença Creative Commons Attribution 4.0 International License.
Formazione & insegnamento é distribuído sob a Attribution 4.0 International (CC BY 4.0).
Para obter mais detalhes, consulte nossa Política de Repositório e Arquivamento, bem como nossos Termos de Direitos Autorais e Licenciamento.
