Skip to main navigation menu Skip to main content Skip to site footer
FrancoAngeli Journals

Saggi e ricerche

2021: Special Issue - Faculty Development e Digital Scholarship: questioni di ricerca nell’istruzione superiore

Methodologies, educational technologies and experiences in promoting teaching and learning skills

DOI
https://doi.org/10.3280/exioa0-2021oa11130
Submitted
gennaio 25, 2021
Published
2021-01-25

Abstract

The emergency situation arising from the spread of Covid-19 has determined an extraordinary condition for all educational institutions. In this paper, the focus is specifically on the university which has seen thousands of teachers suddenly grappling with the need to adopt distance learning solutions for their students despite not having specific skills and experience in this area. This situation has highlighted a series of needs linked to a specific training demand that affects both the educational aspects and those of didactic research which is trying to provide a reading of the phenomenon in order to feed a mature reflection on the relationship between media, environments (real or virtual) learning and teaching strategies. However, this emergency situation may result in unprecedented situations of qualified redesign of higher education, first of all through a requalification of university teaching and, therefore, of specific skills of their teachers able to use strategies, methods and tools (both in presence and at a distance) to foster active, constructive and interactive learning. The paper, starting from the framework of innovation in higher education proposed by Gilly Salmon, describes an exploratory analysis on the MOOCs offered by some of the main international platforms as a methodological training opportunity for teachers during the most difficult period of the Covid-19.

References

  1. Christensen, C.M., & Horn, M.B. (2013). How disruption can help colleges thrive. The Chronicle of Higher Education, 60(5), B30.
  2. Dohaney, J., De Roiste, M., Salmon, R.A., & Sutherland, K. (2020). Benefits, barriers, and incentives for improved resilience to disruption in university teaching. International of Disaster Risk Reduction, 50(101691), 1-9.
  3. Fei, M., & Yeung, D.Y. (2015). Temporal models for predicting student dropout in massive open online courses. In 2015 IEEE International Conference on Data Mining Workshop (ICDMW) (pp. 256-263). IEEE.
  4. Gui, M. (2019). Il digitale a scuola. Rivoluzione o abbaglio? (pp. 1-248). Bologna: il Mulino.
  5. Harden, R.M., & Lilley, P. (2018). The eight roles of the medical teacher. Amsterdam: Elsevier Limited.
  6. Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The difference between emergency remote teaching and online learning. Educause Review, 27. Recuperato da: https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning (30.12.20).
  7. Laurillard, D. (2013). Teaching as a design science: Building pedagogical patterns for learning and technology. London: Routledge.
  8. Limone, P., Dipace, A., & Martiniello, L. (2016). Insegnanti e media digitali. Fattori socio-cognitivi e motivazionali che riducono le resistenze all’innovazione. Pedagogia oggi, 2(2016), 248-257.
  9. Miller, G., Benke, M., Chaloux, B., Ragan, L.C., Schroeder, R., Smutz, W., & Swan, K. (2014). Leading the e-learning transformation of Higher Education: Meetingthe challenges of technology and distance education. Sterling, VA: Stylus Publishing.
  10. Moreno-Marcos, P.M., Muñoz-Merino, P.J., Maldonado-Mahauad, J., Pérez-Sanagustín, M., Alario-Hoyos, C., & Kloos, C.D. (2020). Temporal analysis for dropout prediction using self-regulated learning strategies in self-paced MOOCs. Computers & Education, 145(103728), 1-15.
  11. Nikendei, C., Ben-David, M. F., Mennin, S., & Huwendiek, S. (2016). Medical educators: How they define themselves–Results of an international web survey. Medical teacher, 38(7), 715-723.
  12. Salmon, G. (2014). Learning innovation: A framework for transformation. European Journal of Open, Distance and E-learning, 17(2), 220-236.
  13. Scarinci, A., & Dipace, A. (2019). Formazione pedagogica per l’insegnamento: il nuovo profilo professionale del docente universitario. In A. Dipace, V. Tamborra (a cura di). Insegnare in Università. Metodi e strumenti per una didattica efficace (p. 19-36). Milano: FrancoAngeli.
  14. Xing, W., Chen, X., Stein, J., & Marcinkowski, M. (2016). Temporal predication of dropouts in MOOCs: Reaching the low hanging fruit through stacking generalization. Computers in human behaviour, 58, 119-129.

Metrics

Metrics Loading ...