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Virtual Internship as Mediatized Experience. The Educator’s Training During COVID19 Emergency

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Bridges and Mediation in Higher Distance Education (HELMeTO 2020)

Part of the book series: Communications in Computer and Information Science ((CCIS,volume 1344))

Abstract

The work presents the multimodal study on the didactic solutions adopted for virtual internship of the Degree Course ‘Educational Sciences’ at the Giustino Fortunato University in response to the COVID19 emergency. It focuses on how the internship - assumed as an ‘active mediation device’ – has been reshaped in virtual form – i.e., it has been ‘mediatized’ - and set objectives of investigation as: the effect of specific LMS sources, the interactive web seminars taken within the e-tivities structures, on educational skill, such as the professional thinking that is explicit in the design of interventions; the use of iconic means in the simulations of cases and problems. The synthesis of two different types of analysis and documents - verbal interaction-exchanges on webinar transcriptions and iconic mediators used to illustrate the simulated case – shows that: a. if virtual internship provides targeted e-tivities on specific skills, it would be useful for building of professional thinking and skills; b. specifically, web seminars - interactive between mentor and mentee and supported by explanatory means, such as images - can have an effect in the simulation of problematic cases and, in this way, exercise the design skill of intervention.

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Notes

  1. 1.

    “Transforming the presential classes to a virtual mode, without changing the curriculum or the methodology (…) abrupt entry into a complex teaching modality, with multiple technological and pedagogical options, and with a steep learning curve (that might imply) frustration and overwhelm due to adaptation to an educational modality never before experienced without the corresponding training” [16, p. 25].

  2. 2.

    Hora et al. [6] carried out a literature review with an integrative approach - review, critique and synthesis of a corpus of literature with the aim of providing a comprehensive understanding, regarding how online internships have been conceptualized. For more information on the inclusion/exclusion criteria, see p. 8.

  3. 3.

    ‘Similar to problem-based learning, but presents a factually based complex problem in which there is not necessarily a right or wrong answer. The case is usually read individually and discussed as part of a larger group (class/team)’, [13, p. 138].

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Author information

Authors and Affiliations

  1. ‘Giustino Fortunato’ University, Benevento, Italy

    Laura Sara Agrati

  2. Mediterranea University of Reggio Calabria, Reggio Calabria, Italy

    Viviana Vinci

Authors
  1. Laura Sara Agrati
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  2. Viviana Vinci
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Corresponding author

Correspondence to Laura Sara Agrati .

Editor information

Editors and Affiliations

  1. Giustino Fortunato University, Benevento, Italy

    Laura Sara Agrati

  2. Universidad Internacional de La Rioja, Logroño, La Rioja, Spain

    Daniel Burgos

  3. University of Pisa, Pisa, Italy

    Pietro Ducange

  4. University of Foggia, Foggia, Italy

    Pierpaolo Limone

  5. University of Bari Aldo Moro, Bari, Italy

    Loredana Perla

  6. eCampus University, Novedrate, Como, Italy

    Pietro Picerno

  7. eCampus University, Novedrate, Como, Italy

    Paolo Raviolo

  8. Open University in the Netherlands, Heerlen, The Netherlands

    Christian M. Stracke

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Agrati, L.S., Vinci, V. (2021). Virtual Internship as Mediatized Experience. The Educator’s Training During COVID19 Emergency. In: Agrati, L.S., et al. Bridges and Mediation in Higher Distance Education. HELMeTO 2020. Communications in Computer and Information Science, vol 1344. Springer, Cham. https://doi.org/10.1007/978-3-030-67435-9_14

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  • DOI: https://doi.org/10.1007/978-3-030-67435-9_14

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