The start@unito project of the University of Turin is a two-year-old project whose primary aim is to offer 50 open online university courses in various scientific, humanistic, economic and legal subjects. As Project Manager, research fellows with a coordinating role and LMS administrator, we assisted and supported teachers before, during and after the creation and the implementation of the online courses. We analyzed the biggest and most destabilizing changes brought forward by the transition and integration between classroom teaching and online teaching in order to understand how we can help to make transition and integration smoother. Our methodology relies on data gathered from training sessions, focus groups, a questionnaire given before and after the experience and a self-evaluation rubric. Our findings confirm the trends highlighted by the literature: on the one hand, professors are still hesitant to embrace online teaching because it is a challenging, time- consuming process that requires rethinking their role; on the other hand, professors are optimistic about the potential of online education; teaching online experiences seems to have a positive effect on classroom teaching as well, since it promotes more inclusive and interactive didactics along the classical one.

From desk to desktop: the integration between classroom and online teaching from the teachers' perspective

Marchisio M.
;
Rabellino S.
Co-first
;
Sacchet M.
Co-first
;
Salusso D.
Co-first
2019

Abstract

The start@unito project of the University of Turin is a two-year-old project whose primary aim is to offer 50 open online university courses in various scientific, humanistic, economic and legal subjects. As Project Manager, research fellows with a coordinating role and LMS administrator, we assisted and supported teachers before, during and after the creation and the implementation of the online courses. We analyzed the biggest and most destabilizing changes brought forward by the transition and integration between classroom teaching and online teaching in order to understand how we can help to make transition and integration smoother. Our methodology relies on data gathered from training sessions, focus groups, a questionnaire given before and after the experience and a self-evaluation rubric. Our findings confirm the trends highlighted by the literature: on the one hand, professors are still hesitant to embrace online teaching because it is a challenging, time- consuming process that requires rethinking their role; on the other hand, professors are optimistic about the potential of online education; teaching online experiences seems to have a positive effect on classroom teaching as well, since it promotes more inclusive and interactive didactics along the classical one.
Ememitalia 2019
Fogia
9-11 September 2019
Learning, Competencies and Human Resources Extended Abstracts from Multiconference EMEMITALIA 2019
SIe-L EDITORE
8
43
48
978-88-98819-01-0
Online Teaching, Open Online University, Online Courses, Online Education, Teacher’s Changing Role
Marchisio, M., Rabellino, S., Sacchet, M., Salusso, D.
File in questo prodotto:
File Dimensione Formato  
EMEMITALIA2019_From_desk_to_desktop_.pdf

Accesso aperto

Tipo di file: PDF EDITORIALE
Dimensione 447.75 kB
Formato Adobe PDF
447.75 kB Adobe PDF Visualizza/Apri

I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.

Utilizza questo identificativo per citare o creare un link a questo documento: http://hdl.handle.net/2318/1743144
Citazioni
  • ???jsp.display-item.citation.pmc??? ND
  • Scopus ND
  • ???jsp.display-item.citation.isi??? ND
social impact