The intention of this research paper is to verify the effectiveness of a learning model known as Distance attendance (FAD), applied in two face-to-face degree courses at the University of Ferrara, during the academic year 2013-14. In practice some modules of a series of face-to-face degree courses are organized so that they can also be followed through distance learning. The project is part of the research activity of the Center of communication technologies, innovation and distance learning of the same University, and comes in the wake of the international debate on technology-mediated learning, particularly the use of the paradigms of social constructivism and collective and connective intelligence. Through the empirical observation (in the virtual environment) of the performance of all the first semester modules that took place through distance learning in the 2013/14 academic year, and a subsequent questionnaire for students, the cognitive artifacts, technological tools and didactic methodologies used were investigated. The result of this research highlights how, alongside the clear benefits offered by this experiment, the lecturers involved did not make optimal use of the paradigms functional to media didactic processes. The digital technology normalization process of the university modules must therefore be accompanied by a new didactic model in order to, on one hand, improve technology enhanced didactics and, on the other hand, facilitate students who, for various reasons, cannot be present in the classroom in person.

From E-learning to "Distance Learning". The Case of the University of Ferrara

Giovanni Ganino
2015

Abstract

The intention of this research paper is to verify the effectiveness of a learning model known as Distance attendance (FAD), applied in two face-to-face degree courses at the University of Ferrara, during the academic year 2013-14. In practice some modules of a series of face-to-face degree courses are organized so that they can also be followed through distance learning. The project is part of the research activity of the Center of communication technologies, innovation and distance learning of the same University, and comes in the wake of the international debate on technology-mediated learning, particularly the use of the paradigms of social constructivism and collective and connective intelligence. Through the empirical observation (in the virtual environment) of the performance of all the first semester modules that took place through distance learning in the 2013/14 academic year, and a subsequent questionnaire for students, the cognitive artifacts, technological tools and didactic methodologies used were investigated. The result of this research highlights how, alongside the clear benefits offered by this experiment, the lecturers involved did not make optimal use of the paradigms functional to media didactic processes. The digital technology normalization process of the university modules must therefore be accompanied by a new didactic model in order to, on one hand, improve technology enhanced didactics and, on the other hand, facilitate students who, for various reasons, cannot be present in the classroom in person.
978-0-9827670-5-4
Distance learning, Presence and telepresence, University policy, Web conference.
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Utilizza questo identificativo per citare o creare un link a questo documento: http://hdl.handle.net/11392/2385742
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