La digitalizzazione dei contenuti disciplinari è centrale nella didattica universitaria on-line e rientra nel più complesso lavoro di mediazione e mediatizzazione didattica che ogni docente dovrebbe essere in grado di svolgere. Si descrive uno studio esplorativo finalizzato a studiare l'adattamento dei materiali didattici multimediali da parte dell’e-teacher e ad approfondire il modo in cui i contenuti disciplinari specifici vengono mediati digitalmente per promuovere l'apprendimento degli studenti. La ricerca è stata condotta sulla base di uno studio di caso. Questo metodo ha permesso di analizzare dati qualitativi e quantitativi riguardo i contenuti digitali del corso on-line “Didattica generale e tecnologie educative”, nel corso di laurea L19 "Scienze dell'educazione", presso l'Università Giustino Fortunato di Benevento. La ricerca esplorativa è stata condotta attraverso tre unità di analisi: contenuto; contenuto disciplinare; contenuto disciplinare digitalizzato. I risultati hanno evidenziato la correlazione positiva tra alcuni espedienti rappresentazionali utilizzati per ‘digitalizzare’ un contenuto didattico e i voti degli studenti alle prove intermedie di verifica. Si ipotizzano, infine, alcune prospettive di ricerca nella didattica universitaria online.

The digitization of disciplinary contents is central to online university teaching and it’s part of the more complex process of didactic mediation and mediation that every teacher must be able to carry out. We describe an exploratory study aimed to investigate the e-teacher’s adaptation of multimedia teaching materials and to deepen how the specific disciplinary contents have been digitally mediated to promote students' learning. It took place structuring a single case-study. This method allows to analyze qualitative and quantitative data regarding the digital contents of the on-line course 'General Didactics and Educational Technologies' in the degree L-19 'Sciences of Education' at Giustino Fortunato University of Benevento. The opening analysis presented has been carried out setting three ‘units of analysis’: content; disciplinary content; digitalized disciplinary content. The results allow to obtain information about the process of ‘mediatization’, realized by the e-teacher, and guidance information for the study on the effectiveness of the digitized disciplinary contents used and on the effect they have on learnings of students. The results highlighted the positive correlation between some representative expedients managed to "digitalize" an educational content and the students' grades to demonstrate verification intermediation. Finally, some research perspectives in online university teaching are hypothesised.

Contenuti disciplinari digitalizzati: sfide per la ricerca sulla didattica online

Perla, L.;
2020

Abstract

The digitization of disciplinary contents is central to online university teaching and it’s part of the more complex process of didactic mediation and mediation that every teacher must be able to carry out. We describe an exploratory study aimed to investigate the e-teacher’s adaptation of multimedia teaching materials and to deepen how the specific disciplinary contents have been digitally mediated to promote students' learning. It took place structuring a single case-study. This method allows to analyze qualitative and quantitative data regarding the digital contents of the on-line course 'General Didactics and Educational Technologies' in the degree L-19 'Sciences of Education' at Giustino Fortunato University of Benevento. The opening analysis presented has been carried out setting three ‘units of analysis’: content; disciplinary content; digitalized disciplinary content. The results allow to obtain information about the process of ‘mediatization’, realized by the e-teacher, and guidance information for the study on the effectiveness of the digitized disciplinary contents used and on the effect they have on learnings of students. The results highlighted the positive correlation between some representative expedients managed to "digitalize" an educational content and the students' grades to demonstrate verification intermediation. Finally, some research perspectives in online university teaching are hypothesised.
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Utilizza questo identificativo per citare o creare un link a questo documento: http://hdl.handle.net/11586/370099
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