Abstract
The Covid-19 pandemic is overwhelming the way to think and practice didactic in higher education. Academic institutions are facing the challenge of providing courses in different ways from those used before the lockdown period. In this scenario of uncertainty, blended learning seems to be a possible solution that combines the benefits of online and classroom education. Based on many studies, researchers have concluded that a mix of face-to-face and online instructional formats is the best solution for accelerating students’ learning processes. This contribution describes a case study of the implementation of a didactic blended model in the bachelor and master’s degrees at the University of Siena. Specifically, research objectives were (1) analyze the digital environment that characterized faculties’ work before the lockdown phase, (2) describe the elements of faculties’ process of didactic redesign, (3) understand their expectations, needs, attitudes, and concerns in applying technologies to teaching and learning. The analysis allows the collection of a rich amount of data that lead to the design of a blended learning model specific for the two programs in educational science.
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- 1.
Moodle is a virtual learning environment belonging to the family of Learning Management Systems (LMS) whose design is epistemologically based on socio-constructionist constructs. It is a web-based and open source software programmed and utilized as an e-learning tool within which it is possible to manage areas used for courses, contents, and learning. Within the platform, in fact, teachers and students can interact with each other, exchange knowledge, upload and download didactic materials and conduct learning tests [4].
- 2.
The face-to-face lessons have been suspended starting from March 5, 2020. The lockdown period began starting from March 10, 2020.
- 3.
Some courses combine multiple modes of use.
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Fabbri, L., Giampaolo, M., Capaccioli, M. (2021). Blended Learning and Transformative Processes: A Model for Didactic Development and Innovation. 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_17
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DOI: https://doi.org/10.1007/978-3-030-67435-9_17
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