evaluating a blended course of methodology of social research ii michela freddano university of...
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Evaluating Evaluating a Blended Course of a Blended Course of
Methodology of Methodology of Social Research IISocial Research II
Michela Freddano University of Genova (Italy)
Overview
• Evaluandum• Study– Problem– Hypothesis– Methodology
• Findings• Conclusions
Evaluandum• Advanced Course
of Methodology of Social Research
• Faculty of Educational Science
• University of Genova
• 40-hours Course• Blended from the
A.A. 2008/2009
http://cds1630.aulaweb.unige.it/course/view.php?id=17
Problem
In training courses, the use of blended learning tools introduces changes that can be considered as strenghts or weaknesses by participants.
Hyphotesis
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)
Findings1. Definition of Training Goals2. Online Participation3. Strenghts and Weaknesses of
Collaborative Learning:– Working Groups – Tools
4. Training Course Redesign
Online participation
• 77 logged students• 46 of them attended at least one time.
Working Groups
Collaborative Learning Tools
Towards the Next Edition (A.A. 2009/2010)
• using the Strenghts and the Weaknesses expressed by Participants
• for a new Learning Environment Design
ContentsActivities and tools
A.A. 2008/2009 A.A. 2009/20101. Plenary Activity
Defining training course aims- 1 general forum
Defining final examination criteria- FTF evaluative brainstorming- 1 general forum
2. Working Groups
Creation of Working Groups- 1 general visible forum
3. Group Works Reflective Journal1 separated invisible forum per group1 separated invisible chat per group
BenchmarkingInstitutional AnalysisEvaluation Report 3 separated visible forum per group
Evaluation Report 1 separated visible wiki per group
4. Evaluation(in itinere)
1 semistructured individual interview
1 chat per group
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.
Comparing Online Participation
Participant DistributionA.A. 2008/2009 A.A. 2009/2010
Student ConsiderationsStrenghts• Shared bibliography• Better student tutor
and teacher communication than that of the traditional training course
• Developed knowledge and skills
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
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.
