Starting from the assumption that students need to be given the proper space-time to be deeply involved in instructional activities in order to activate both individual and group reflection, the present work describes the results of a case-study focussed on the course in “General Didactics” as part of the first year curriculum of the “Socio-pedagogical Educator” degree in Education Sciences (University of Macerata, Italy). The analysis aims at emphasizing the impact that some instructional design choices had on the activation of reflection processes and, specifically, the role played by optional practical activities on course achievement. The data were discussed through a content analysis on reflection papers developed by students.
Reflection strategies and course achievement in online academic learning environments
Fedeli, L.;
2022-01-01
Abstract
Starting from the assumption that students need to be given the proper space-time to be deeply involved in instructional activities in order to activate both individual and group reflection, the present work describes the results of a case-study focussed on the course in “General Didactics” as part of the first year curriculum of the “Socio-pedagogical Educator” degree in Education Sciences (University of Macerata, Italy). The analysis aims at emphasizing the impact that some instructional design choices had on the activation of reflection processes and, specifically, the role played by optional practical activities on course achievement. The data were discussed through a content analysis on reflection papers developed by students.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
