“Capovolgere” la didattica universitaria: sperimentazione di una flipped classroom nel framework della Community of Inquiry
DOI:
https://doi.org/10.6092/issn.1970-2221/14686Parole chiave:
classe capovolta, comunità di ricerca, metodo misto, quasi-esperimento, metafore didatticheAbstract
Nel contesto di un progetto di ricerca Erasmus+ sulle tecnologie didattiche, il contributo affronta il tema dell’innovazione nell’insegnamento universitario attraverso la sperimentazione di un corso in modalità capovolta, ipotizzando che questa possa potenziare le dimensioni del quadro teorico della Community of Inquiry (CoI). Sono oggetto di analisi i risultati ottenuti dallo strumento di riferimento del framework, somministrato agli studenti a fine corso, in un’ottica mixed-method anche in relazione alle rappresentazioni metaforiche da essi fornite rispetto all’esperienza di apprendimento. Inoltre, in un disegno quasi-sperimentale vengono comparati i risultati del CoI Survey relativi al percorso flipped con quelli ottenuti in un ciclo di lezioni tradizionali nel medesimo anno e corso di laurea. Le evidenze non permettono di identificare un vantaggio del modello capovolto sugli aspetti cognitivi esaminati, mentre offrono parziali riscontri in favore della didattica frontale su alcuni fattori della presenza docente e della didattica flipped su alcuni aspetti di presenza sociale.
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Copyright (c) 2022 Emanuele Coco, Giuseppe C. Pillera, Raffaella Carmen Strongoli
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