Developing Situated Learning Teaching Courses: A Practical Experience at the University of Bari

The quality of learning objects depends on the strength of the instructional design; the success in use of learning modules depends on the capability of involving learners in e-learning; the utility of electronic didactic materials depends on the capability to provide effective learning environments; learning ability depends on the possibility of applying theories to the real problems of everyday life. This paper, by considering constructivism a useful model to provide learning by doing, and also considering learning by doing better than learning by studying, presents a new solution to provide better e-learning teaching courses to university students. The realized prototype considers in a whole a coaching phase, an exemplification studying phase, a problem solving phase, and a feedback based phase. The analysis of the learners’ satisfaction and of the time spent in using the learning object, show that situated learning teaching modules represent an enhancement in respect to previous implementations and a further step toward the ICT knowledge based society.