Distance -Learning Goes Viral: Redefining the Teaching Boundaries in the Transformative Pedagogy Perspective
Articolo
Data di Pubblicazione:
2021
Citazione:
Distance -Learning Goes Viral: Redefining the Teaching Boundaries in the Transformative Pedagogy Perspective / L. Branchetti, R. Capone, M. Laura Rossi. - In: JE-LKS. JOURNAL OF E-LEARNING AND KNOWLEDGE SOCIETY. - ISSN 1971-8829. - 17:2(2021 Nov 10), pp. 32-44. [10.20368/1971-8829/1135418]
Abstract:
This work analyzes the teaching and educational approach, based on Distance Learning, used in a Mathematics class with
Engineering students. Thinking critically about how we worked before the COVID-19 crisis, we try to elaborate on
possible ways to overcome linear processes' inertia. The teacher's educational activities and the students’ reactions are
analyzed in the light of the theory of Transformative Learning. We adopt the theoretical and analytical tools provided by
the theory of Interest Dense Situation and the theory of Self-Determination. A qualitative and quantitative analysis was
conducted referring to a didactic experiment monitoring various elements through a questionnaire consisting of openended and Likert questions and thought closed questions together with the results of the midterm test.
Tipologia IRIS:
01 - Articolo su periodico
Keywords:
Distance Learning; Transformative Learning; Covid-19; Undergraduate Teaching; Intense Dense Situation
Elenco autori:
L. Branchetti, R. Capone, M. Laura Rossi
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