Salta al menu principale di navigazione Salta al contenuto principale Salta al piè di pagina del sito

Esperienze e pratiche

V. 8 N. 2 (2023): Innovazione e processi trasformativi per le didattiche STEAM

Transforming higher education: From Flipped lessons and MOOCs to lifelong learning for archaeologists

21 November 2023


This paper explores the transformative impact of flipped learning and Massive Open Online Courses (MOOCs) on higher education, specifically in the field of medieval archaeology at the University of Padova. It delves into the implementation of these innovative approaches, their effects on student performance, and the valuable insights gained from student feedback. Additionally, it highlights the global reach of MOOCs created as a complement to these courses, including their multiple functions and implications also for lifelong learning. The findings suggest that blending online and traditional teaching can create a dynamic and inclusive educational experience that caters to the needs of traditional students, professional archaeologists who want to improve their skills and competencies and enthusiasts of archaeology.

Riferimenti bibliografici

  1. Al-Samarraie, H., Shamsuddin, A. & Alzahrani, A.I. (2020). A flipped classroom model in higher education: a review of the evidence across disciplines. Education Tech Research Dev, 68, 1017-1051. Doi: 10.1007/s11423-019-09718-8.
  2. ANVUR report on higher education and research system published in June 2023:
  3. Atchoarena, D. (2021). Universities as Lifelong Learning Institutions: A New Frontier for Higher Education?. In: Van’t Land, H., Corcoran, A., Iancu, D.C. (eds), The Promise of Higher Education. Essays in Honour of 70 Years of IAU (pp. 311-319). Springer.
  4. Brogiolo, G.P. & Chavarría Arnau, A. (2020). Archeologie PostClassiche. Temi, strumenti, prospettive. Roma, Carocci.
  5. Bligh, D. A. (1971). What’s the use of lectures?. Middlesex, Penguin Education.
  6. Carpenter, S. K., A. E. Witherby & S. K. Tauber (2020). On Students’ (Mis) Judgments of Learning and Teaching Effectiveness. Journal of Applied Research in Memory and Cognition, 9 (2), 137-151. Doi: 10.1016/j.jarmac.2019.12.009.
  7. Eyal, L. (2012). Digital assessment- the core role of the teacher in a digital environment. Educational Technology & Society, 15(2), 37-49.
  8. French, S. & Kennedy, G. (2016). Reassessing the Value of University Lectures. Teaching in higher Education, 22(6), 1-16. Doi: 10.1080/13562517.2016.1273213.
  9. Harvey, L. (2022). Back to Basics for Student Satisfaction: Improving Learning Rather than Constructing Fatuous Rankings. Quality in Higher Education, 28(3), 265-270, doi: 10.1080/13538322.2022.2050477.
  10. Heffernan, T. (2022). Sexism, Racism, Prejudice, and Bias: A Literature Review and Synthesis of Research Surrounding Student Evaluations of Courses and Teaching. Assessment & Evaluation in Higher Education, 47(1), 144-154. doi: 10.1080/02602938.2021.1888075.
  11. Kreitzer, R. J., Sweet-Cushman J. (2022). Evaluating Student Evaluations of Teaching: A Review of Measurement and Equity Bias in SETs and Recommendations for Ethical Reform. Journal of Academic Ethics 20(1), 73-84. Doi: 10.1007/s10805-021-09400-w.
  12. Hattie, J. & Timperley, H. (2007). The Power of Feedback. Review of Educational Research, 77 (1), May, 81-112. Doi: 10.3102/003465430298.
  13. Hornstein, H. A., and Law, H. F. E. (2017). Student Evaluations of Teaching Are an Inadequate Assessment Tool for Evaluating Faculty Performance. Cogent Education, 4(1), 1304016. DOI: 10.1080/2331186X.2017.1304016.
  14. Patton, C. M. (2015). Employing Active Learning Strategies to Become the Facilitator, Not the Authoritarian: A Literature Review. Journal of Instructional Research, 4, 134-141. DOI: 10.9743/JIR.2015.17.
  15. Prince, M. (2004). Does active learning work? A review of the research. Journal of Engineering Education, 93(3), 223-231. Doi: 10.1002/j.2168-9830.2004.tb00809.
  16. Singh, J. Steele, K., Singh, L. (2021). Combining the Best of Online and Face-to-Face Learning: Hybrid and Blended Learning Approach for COVID-19. Post Vaccine, & Post-Pandemic World. Journal of Educational Technology Systems, 50(2), 140-171. Doi: 10.1177/0047239521104786.
  17. Stroebe, W. (2020). Student Evaluations of Teaching Encourages Poor Teaching and Contributes to grade Inflation: A Theoretical and Empirical Analysis. Basic and Applied Social Psychology, 42(4), 276-294. Doi: 10.1080/01973533.2020.1756817.
  18. Wallace S. L., Lewis, A. K. & Allen, M. D. (2019). The State of the Literature on Student Evaluations of Teaching and an Exploratory Analysis of Written Comments: Who Benefits Most?. College Teaching, 67(1), 114, DOI: 10.1080/87567555.2018.1483317.


Caricamento metriche ...