The issue is quality assurance in Blended Learning. Contrary to the widely approved definition of e–Learning, which is scientifically documented and indicated certain standards of quality, “Blended Learning” is still self–explanatory. Gradually, in e–Learning “classic” courses (time–independent learning, simultaneously distributed learning) a tendency to integrate the paths has increased, leaving more autonomy to learners (Independent Study), encouraging interaction in real time, and using new technologies, in various ways, with different instruments and methods. However, crucial differences between e–Learning and Blended Learning concern “in depth” the educational models. Digital media have been enhancing “constructivist” tendencies: as the changed structure of communication cannot be anymore based on the centrality of a closed text, the educational process is generally built hrough a network of relations, annotations, explanations, “commentaries” and referrals to many texts and experiences. Finally, time and ays of learning must be customized, acquiring the advantages of hared environments, where individual construction is enhanced though exchanges among learners. As result, methods and standards evaluating e–Learning, which have so far been based on the evauation of the infrastructure, are also changing. How to develope appropriate quality framework, as well as tools to evaluate the quality of Blended Learning? The European Union Project “Blended Learning Quality — Concepts Optimized for Adult Education " coordinated by the DigiLab of the Sapienza – University of Rome has been n important opportunity to develop research and discussion on this issue.

Gli scenari evolutivi per la valutazione della qualità del Blended Learning / Ragone, Giovanni; Ceccherelli, Alessio; Reitano, Luca. - STAMPA. - (2018), pp. 37-64.

Gli scenari evolutivi per la valutazione della qualità del Blended Learning

Ragone, Giovanni;Ceccherelli, Alessio;Reitano, Luca
2018

Abstract

The issue is quality assurance in Blended Learning. Contrary to the widely approved definition of e–Learning, which is scientifically documented and indicated certain standards of quality, “Blended Learning” is still self–explanatory. Gradually, in e–Learning “classic” courses (time–independent learning, simultaneously distributed learning) a tendency to integrate the paths has increased, leaving more autonomy to learners (Independent Study), encouraging interaction in real time, and using new technologies, in various ways, with different instruments and methods. However, crucial differences between e–Learning and Blended Learning concern “in depth” the educational models. Digital media have been enhancing “constructivist” tendencies: as the changed structure of communication cannot be anymore based on the centrality of a closed text, the educational process is generally built hrough a network of relations, annotations, explanations, “commentaries” and referrals to many texts and experiences. Finally, time and ays of learning must be customized, acquiring the advantages of hared environments, where individual construction is enhanced though exchanges among learners. As result, methods and standards evaluating e–Learning, which have so far been based on the evauation of the infrastructure, are also changing. How to develope appropriate quality framework, as well as tools to evaluate the quality of Blended Learning? The European Union Project “Blended Learning Quality — Concepts Optimized for Adult Education " coordinated by the DigiLab of the Sapienza – University of Rome has been n important opportunity to develop research and discussion on this issue.
978-88-255-1063-8
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Utilizza questo identificativo per citare o creare un link a questo documento: http://hdl.handle.net/11573/1079123
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