- XXXVI ciclo
Blended and hybrid teaching/learning: experiences and data analysis
Dottorando: Roberto Mazzola
Supervisor: Maurizio Zani
Tutor: Marco Finazzi
Tesi di dottorato – handle 22073
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Abstract:
This work is based on the idea of diversified strategies for learning and teaching Physics and STEM disciplines in universities and high schools. In particular, in recent decades, there has been a pervasive use of multimedia tools that have changed the approach to teaching. This includes online videos, gamification, the use of smartphone capabilities and of the related apps. In this context, which is rapidly developing both technologically and pedagogically, the pandemic forcefully emerged, accelerating the use of computer tools, especially by leveraging remote connections. The literature on the effects of pandemic-induced closures on learning and teaching has also surged, analysing data related to remote education in various contexts. In this scenario, I was able to delve deeper into different aspects of blended teaching by directly testing and analysing the data.
The work is presented as consisting of three distinct parts, which nonetheless belong to the same unified framework that has responded and continues to respond by activating different strategies in the face of the epochal change imposed by the pandemic. In the first case, I examined an extensive survey completed by over 3,000 students expressing their views on distance learning. During the same period, I delved into a blended teaching method on a PCTO project for high school, in collaboration with the university. Finally, I explored two types of approaches for the future incoming students in the Politecnico di Milano: the refreshing Physics courses and a methodological introduction workshop for test preparation. From the questionnaire, interesting reflections emerged regarding the metacognitive tools utilized by students and the difficulties encountered in distance learning. An analysis was conducted to assess the dependency of any difficulties on factors such as gender or year of study. Some insights were gleaned regarding peer assessment in the PCTO project, and the preference of students for active and hands-on teaching methods was confirmed. The analyses, the results obtained, and the ensuing discussions are presented in this work, detailing possible paths.
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