This paper analyses online learning practices adopted for three courses at the University of Calabria, (English Language Workshop 1, Social Psychology of Groups and Sociology of Communication), focusing on the perceptions of the students and teachers involved in this experience during the lockdown. Taking this emergency as a watershed that intervenes to change teaching and learning practices, these teaching experiences are analysed with a view to identifying strengths and weaknesses of approach which can in turn serve in the creation and development of adequate responses to key issues and prospects for the development of online learning in the university context. It emerges that our future in university education requires investigation of the potential of blended learning that takes account of the requirements of the online learner in a new interpretation of the role of teachers capable of adopting a holistic approach to the challenge of the digital in education.

Online learning practices during the lockdown: analysis of three teaching experiences at the University of Calabria

Michael Cronin
Membro del Collaboration Group
;
Rocco Servidio
Membro del Collaboration Group
;
Giovannella Greco
Membro del Collaboration Group
;
Maria Caria
Membro del Collaboration Group
2020

Abstract

This paper analyses online learning practices adopted for three courses at the University of Calabria, (English Language Workshop 1, Social Psychology of Groups and Sociology of Communication), focusing on the perceptions of the students and teachers involved in this experience during the lockdown. Taking this emergency as a watershed that intervenes to change teaching and learning practices, these teaching experiences are analysed with a view to identifying strengths and weaknesses of approach which can in turn serve in the creation and development of adequate responses to key issues and prospects for the development of online learning in the university context. It emerges that our future in university education requires investigation of the potential of blended learning that takes account of the requirements of the online learner in a new interpretation of the role of teachers capable of adopting a holistic approach to the challenge of the digital in education.
University, Online learning, Blended learning, Student perceptions, Teacher perceptions
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/20.500.11770/326147
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