The article examines the introduction and implementation of E-tivities in the design of online activities aimed at active and interactive learning. E-tivities go beyond the simple delivery of online content, aiming to stimulate active and interactive learning by fostering meaningful student participation. The inherent flexibility of E-tivities makes them adaptable to individual and group contexts, providing a personalized learning experience. The paper presents a study conducted on 20 students, analyzing the interaction modes and perceptions of E-tivities as learning devices. Two guiding questions are highlighted: how to optimize the structure of E-tivities and what is the student's perception of these activities. The research is designed as a pilot case study and takes place in the context of a Blended Master's degree course. The results and discussion highlight critical aspects of the design of E-tivities, including the importance of feedback, the structure of the activities, the time required, and students’ self-perception.
L’articolo esamina l'introduzione e l'implementazione delle E-tivities nella progettazione di attività online finalizzate all'apprendimento attivo e interattivo. Le E-tivities vanno oltre la semplice erogazione di contenuti online, mirando a stimolare l'apprendimento attivo e interattivo, favorendo la partecipazione significativa degli studenti. La flessibilità intrinseca delle E-tivities le rende adattabili a contesti individuali e di gruppo, fornendo un'esperienza di apprendimento personalizzata. L'articolo presenta uno studio condotto su 20 studenti, analizzando le modalità di interazione e la perce-zione delle E-tivities come dispositivi didattici. Si evidenziano due domande guida: come ottimizzare la struttura delle E-tivities e qual è la percezione degli studenti su tali attività. La ricerca è concepita come un caso studio pilota e si svolge nel contesto di un corso di Laurea Magistrale Blended. I risultati e la discussione mettono in luce aspetti critici della progettazione delle E-tivities, compresa l'im-portanza del feedback, la struttura delle attività, il tempo necessario e l'auto-percezione degli studenti.
Pelizzari, F., Carenzio, A., L’e-tivity come pratica didattica evolutiva e diffusa. Un caso studio nell’ambito dell’Higher Education Credit author statement, <<GIORNALE ITALIANO DELLA RICERCA EDUCATIVA>>, 2024; (32): 111-123. [doi:https://doi.org/10.7346/sird-012024-p111] [https://hdl.handle.net/10807/287636]
L’e-tivity come pratica didattica evolutiva e diffusa. Un caso studio nell’ambito dell’Higher Education Credit author statement
Pelizzari, Federica
Primo
Writing – Original Draft Preparation
;Carenzio, AlessandraUltimo
Writing – Original Draft Preparation
2024
Abstract
The article examines the introduction and implementation of E-tivities in the design of online activities aimed at active and interactive learning. E-tivities go beyond the simple delivery of online content, aiming to stimulate active and interactive learning by fostering meaningful student participation. The inherent flexibility of E-tivities makes them adaptable to individual and group contexts, providing a personalized learning experience. The paper presents a study conducted on 20 students, analyzing the interaction modes and perceptions of E-tivities as learning devices. Two guiding questions are highlighted: how to optimize the structure of E-tivities and what is the student's perception of these activities. The research is designed as a pilot case study and takes place in the context of a Blended Master's degree course. The results and discussion highlight critical aspects of the design of E-tivities, including the importance of feedback, the structure of the activities, the time required, and students’ self-perception.
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