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A Multiple Case Study on Blended and Online Educational Strategies

  • Conference paper
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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))

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Abstract

This paper aims to investigate how three specific didactic strategies, arts-based learning, flipped learning and role-playing, adopted within the scope of blended and online teaching support the involvement and the interactions between student and student and between students and teacher, as well as the elaboration of new forms of knowledge, promoting active learning. Sectoral studies indeed show how the inter-relation between didactic strategies, disciplinary contents and technological applications, have an impact on the transformative nature of learning and teaching processes. The use and the sharing of different stimulus materials, along with the work developed in collaboration using digital environments and instruments, have turned out to be particularly significant. In this regard, the students’ observations and comments show how the adoption of the three strategies, also developed within digital environments have provided opportunities to improve the cognitive processes with positive implications for motivation, participation, the re-elaboration of knowledge. This paper presents and discusses a multiple case study based on three different interventions made within the scope of university teaching (University of Bologna, academic year 2019–2020).

This contribution, developed and shared jointly by the four authors, was drawn up as follows: Sect. 1, 2 and Conclusion by Chiara Panciroli; Subsect. 3.1 and 4.1 by Anita Macauda; Subsect. 3.2 and 4.2 by Laura Corazza; Subsect. 3.3 and 4.3 by Simona Nicolini.

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Notes

  1. 1.

    “For multicase research, the cases need to be similar in some ways” [25].

  2. 2.

    The Art of Science Learning examined the interrelationship between art-based learning and innovation and creativity in STEM (science, technology, engineering and mathematics) students and professionals (https://www.artofsciencelearning.org/). Furthermore, art-based learning can be effectively incorporated in the medical training for future doctors to develop critical thinking and collaborative capacities and to increase their confidence levels [32].

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Author information

Authors and Affiliations

  1. Department of Education Studies “Giovanni Maria Bertin”, University of Bologna, Bologna, Italy

    Chiara Panciroli, Laura Corazza, Anita Macauda & Simona Nicolini

Authors
  1. Chiara Panciroli
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  2. Laura Corazza
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  3. Anita Macauda
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  4. Simona Nicolini
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Corresponding author

Correspondence to Chiara Panciroli .

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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Panciroli, C., Corazza, L., Macauda, A., Nicolini, S. (2021). A Multiple Case Study on Blended and Online Educational Strategies. 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_8

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  • DOI: https://doi.org/10.1007/978-3-030-67435-9_8

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  • Print ISBN: 978-3-030-67434-2

  • Online ISBN: 978-3-030-67435-9

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