Space-Time Variable in the Teaching-Learning Process: Technology Affordances for the Educational/Didactical Relation

The study is focussed on the analysis of the space-time variable in a course on «General Didactics» that was redesigned to be developed online in the second semester of the academic year 2020-2021. Space-time is, thus, here meant as both the opportunities (didactical actions) created by the teacher to activate the teaching-learning process with the support of technology (synchronous and asynchronous tools), and the occurrences (learning actions) of generative processes activated by students. The educational/didactical relation is at the centre of the study and its efficacy has been analysed triangulating the space-time variable with the instructional design choices for the above mentioned course in order to be able to address the efficacy of the relation established between the teacher and the students and among students as peers. The qualitative study aims at analysing how different structures of space-time has influenced the co-construction of an educational/didactical relation among the involved actors (teacher and students).