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Evaluating a Blended Course of Methodology of Social Research II

A comprehensive evaluation of a blended course in methodology of social research, analyzing strengths and weaknesses, using tools like formative evaluation, analysis of collaborative learning, and participant feedback for course redesign.

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Evaluating a Blended Course of Methodology of Social Research II

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  1. Evaluating a Blended Course of Methodology of Social Research II Michela Freddano University of Genova (Italy)

  2. Overview • Evaluandum • Study • Problem • Hypothesis • Methodology • Findings • Conclusions

  3. Advanced Course of Methodology of Social Research Faculty of Educational Science University of Genova 40-hours Course Blended from the A.A. 2008/2009 Evaluandum http://cds1630.aulaweb.unige.it/course/view.php?id=17

  4. Problem In training courses, the use of blended learning tools introduces changes that can be considered as strenghts or weaknesses by participants.

  5. Hyphotesis

  6. The Study • Case Study • Formative Evaluation (Scriven 1967) in itinere • Quantitative Analysis • Aulaweb Participation and Activities Reports • Qualitative Analysis • Forums and Chats • Evaluation Activities • Communicative Processes (Hesseling 1966)

  7. Findings • Definition of Training Goals • Online Participation • Strenghts and Weaknesses of Collaborative Learning: • Working Groups • Tools 4. Training Course Redesign

  8. Online participation • 77 logged students • 46 of them attended at least one time.

  9. Working Groups

  10. Collaborative Learning Tools

  11. Towards the Next Edition (A.A. 2009/2010) • using the Strenghts and the Weaknesses expressed by Participants • for a new Learning Environment Design

  12. Towards a Shared Model of Final Evaluation • Individuating and sharing six criteria of final examination • Using tools both face to face (evaluative brainstorming) and online (forum) • Towards more equilibrate relationships between students and teacher • VS perceived power of the teacher • Developing mutual learning; • Sharing responsibility; • Motivating students to involvement.

  13. Comparing Online Participation

  14. Participant Distribution A.A. 2008/2009 A.A. 2009/2010

  15. Student Considerations Strenghts Weaknesses Traditional and/or common tools of communication (meetings, telephone, Facebook and Skype) are better than that of Moodle platform for doing peer complex tasks Lack of time for peer tasks • Shared bibliography • Better student tutor and teacher communication than that of the traditional training course • Developed knowledge and skills

  16. Conclusion • Opportunity to realize plenary and peer learning environments • And to have learning processes monitored • But no all logged students become involved • The online participants are usually people who attend face to face activities • The next purpose is to individuate new strategies to involve people who really are not able to attend face to face activities.

  17. Thank you! Michela Freddano michela.freddano@unige.it

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