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Evaluating a Blended Course of Methodology of Social Research II

Evaluating a Blended Course of Methodology of Social Research II. Michela Freddano University of Genova (Italy). Overview. Evaluandum Study Problem Hypothesis Methodology Findings Conclusions. Advanced Course of Methodology of Social Research Faculty of Educational Science

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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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