Evaluating a Blended Course of Methodology of Social Research II Michela Freddano University of...

Evaluating Evaluating a Blended Course of a Blended Course of

Methodology of Methodology of Social Research IISocial 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

http://cds1630.aulaweb.unige.it/course/view.php?id=17

Problem

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

Hyphotesis

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)

Findings1. Definition of Training Goals2. Online Participation3. 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

ContentsActivities and tools

A.A. 2008/2009 A.A. 2009/20101. 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 Works Reflective Journal1 separated invisible forum per group1 separated invisible chat per group

BenchmarkingInstitutional AnalysisEvaluation 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 DistributionA.A. 2008/2009 A.A. 2009/2010

Student ConsiderationsStrenghts• 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 Freddanomichela.freddano@unige.it