Evaluating a Blended Course of Methodology of Social 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

Problem In training courses, the use of blended learning tools introduces changes that can be considered as strenghts or weaknesses by participants.

Hyphotesis BLENDED LEARNING Improves: Implementation of Technological Resources Student Involvement Communication between Students, Teacher and Tutor Reflective Evaluation New Course Edition Redesign

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)

Findings 1.Definition of Training Goals 2.Online Participation 3.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

Contents Activities and tools A.A. 2008/2009 A.A. 2009/ 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 WorksReflective Journal 1 separated invisible forum per group 1 separated invisible chat per group Benchmarking Institutional Analysis Evaluation 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 Distribution A.A. 2008/2009A.A. 2009/2010

Student Considerations Strenghts 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.

Thank you! Michela Freddano