Articles - Special Issue

What students think about blended learning


Abstract


This contribution reports the results from surveys designed to measure student reaction to mathematics classes offered in blended e-learning mode at three Italian universities. The responses attested to the interest and appreciation of the students, who found e-learning resources useful and supportive, although more for individual study than for acting cooperatively. The students stressed difficulties related to mathematical writing, but overall their assessment was positive.

Keywords

Blended learning; Languages; Educational Technology; Technology Enhanced Learning (TEL); E-learning & Mathematics

Full Text:

PDF (Italiano)


DOI: http://dx.doi.org/10.17471/2499-4324/216

References


Albano G. (2011a). Mathematics education: teaching and learning opportunities in blended learning. In A. Juan, A. Huertas, S. Trenholm, C. Steegmann (eds.). Teaching mathematics online: emergent technologies and methodologies.

Albano G. (2011b). Learning objects e percorsi di apprendimento personalizzato in piattaforme di e-learning. TD Tecnologie Didattiche, 19 (3), questo numero.

D’Aprile M. (2011). “Blended learning” per studenti universitari di Matematica. TD Tecnologie Didattiche, 19 (3), questo numero.

Wiley D. A. (2000). Connecting learning objects to instructional design theory: a definition, a metaphor, and a taxonomy. In D. A. Wiley (ed.). The instructional use of learning objects: online version, URL: http://reusability.org/read/chapters/wiley.doc (ultima consultazione agosto 2011).


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Italian Journal of Educational Technology (IJET) | ISSN (print) 2532-4632 | ISSN (online) 2532-7720