Learning across Multiple Spaces: An Integrated Approach to Formal Online and Face-to-Face Contexts

Laura Fedeli (University of Macerata, Italy), Pier Giuseppe Rossi (University of Macerata, Italy) and Lorella Giannandrea (University of Macerata, Italy)
Copyright: © 2014 |Pages: 392
EISBN13: 9781466659353|DOI: 10.4018/978-1-4666-5051-0.ch019
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This chapter deals with four different case studies represented by graduate and post-lauream courses run at the Department of Education, Cultural Heritage and Tourism at University of Macerata (Italy). These cases synthesize the research developed in the last 10 years by the teaching staff who have promoted the activation of e-learning in the institution. The choice to present different contexts, from blended solutions where face-to-face courses are integrated with online environments to fully online courses, is framed in a new pedagogical perspective; that is, the need to focus on the methodologies and strategies is recognized as successful in e-learning in order to improve the quality of traditional instruction developed in the presence of higher education institutions. This process shifts attention from “quality of e-learning” to “quality through e-learning.” In fact, the differentiated and flexible use of technologies is aimed at helping students become more involved in the educational setting and to help them contextualize their studies more effectively.
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