La qualità dell'eLearning Un approccio qualitativo per l'analisi dei feedback degli studenti e dei docenti


  • Patrizia Ghislandi
  • Juliana Raffaghelli
  • Federica Cumer



eLearning quality, evaluation, monitoring, qualitative research, rubrics, students and teacher feedback


The ongoing discussion on the issue of the quality of academic eLearning criticizes the dominating culture of “quality” linked to the industrial production, mostly based on rationalization and conformity to pre-defined standards, that requires the collection of massive quantitative data, with major interest on educational outputs as a vision of system’s productivity (Ehlers & Schneckenberg, 2010, Ghislandi, 2008, 2012).  Instead, quality of education requires reflection and deep understanding of complex contextual elements, interactions and relational dimensions that are essential and often invisible to traditional assessment tools.  In this article, through the presentation of a case study on blended continuing training, we introduce an approach for the monitoring of eLearning quality. This last privilege the adoption of qualitative and participatory methodologies of evaluation, basing on the use of rubrics for the analisis of training activities followed by reflection on the same. According to the authors, this approach is coherent both from the methodological and epistemological point of view, with a new vision of quality as continuing process of reflection on the evaluation of the educational experience, toward the discovery of the meaning and values lying behind.


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How to Cite

Ghislandi, P., Raffaghelli, J., & Cumer, F. (2012). La qualità dell’eLearning Un approccio qualitativo per l’analisi dei feedback degli studenti e dei docenti. Ricerche Di Pedagogia E Didattica. Journal of Theories and Research in Education, 7(2), 25–47.



Didactics: Theories, environments, and tools