Abstract: This paper presents the experience of blended tutoring (online & presence) in different educational activities carried out in the Degree Course of Educational at the Department of Education, Roma Tre University, Italy. The observation concerns the teaching Courses of General Didactic (ay 2012 / 13- 2013/14) and of Educational Strategies and New Communication Processes (ay 2013/14).Furthermore, firstly, it is considered the experience of Degree Course of Educational FAD (Distance Education - in Italian: Formazione A Distanza) that marked the start of teaching as blended learning at the same Department; FAD began in the academic year 2004/05.The point of view that we claim, corroborated by the experiments carried out, is that the satisfactory feedback online is linked to the presence of blended tutor who exercises instructional tasks (versus constructivist) and plays a leading role (versus peer-tutoring).

LA ROCCA, C. (2015). Feedback Online: Experiences of Blended Tutoring at Roma Tre University. INTERNATIONAL JOURNAL OF HUMANITIES SOCIAL SCIENCES AND EDUCATION, 2(7), 121-130.

Feedback Online: Experiences of Blended Tutoring at Roma Tre University

LA ROCCA, CONCETTA
2015

Abstract

Abstract: This paper presents the experience of blended tutoring (online & presence) in different educational activities carried out in the Degree Course of Educational at the Department of Education, Roma Tre University, Italy. The observation concerns the teaching Courses of General Didactic (ay 2012 / 13- 2013/14) and of Educational Strategies and New Communication Processes (ay 2013/14).Furthermore, firstly, it is considered the experience of Degree Course of Educational FAD (Distance Education - in Italian: Formazione A Distanza) that marked the start of teaching as blended learning at the same Department; FAD began in the academic year 2004/05.The point of view that we claim, corroborated by the experiments carried out, is that the satisfactory feedback online is linked to the presence of blended tutor who exercises instructional tasks (versus constructivist) and plays a leading role (versus peer-tutoring).
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Utilizza questo identificativo per citare o creare un link a questo documento: http://hdl.handle.net/11590/134417
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