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Authors = Francesca Amenduni

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3 pages, 180 KiB  
Editorial
Blended Learning and Teaching in Higher Education: An International Perspective
by Francesca Amenduni and Maria Beatrice Ligorio
Educ. Sci. 2022, 12(2), 129; https://doi.org/10.3390/educsci12020129 - 16 Feb 2022
Cited by 18 | Viewed by 5160
Abstract
Blended learning is not a new topic for educational research in Higher Education (HE) [...] Full article
15 pages, 2138 KiB  
Article
Blending Academic and Professional Learning in a University Course for Future E-learning Specialists: The Perspective of Company Tutors
by Francesca Amenduni, Susanna Annese, Vito Candido, Katherine McLay and Maria Beatrice Ligorio
Educ. Sci. 2021, 11(8), 415; https://doi.org/10.3390/educsci11080415 - 9 Aug 2021
Cited by 10 | Viewed by 3630
Abstract
Blended learning usually refers to the combination of online/offline instructional methods. In this paper, we describe a university course in “E-learning Psychology” designed to blend not only modes of teaching, tools, and media, but also learning contexts; specifically, academic and professional contexts. To [...] Read more.
Blended learning usually refers to the combination of online/offline instructional methods. In this paper, we describe a university course in “E-learning Psychology” designed to blend not only modes of teaching, tools, and media, but also learning contexts; specifically, academic and professional contexts. To achieve an effective blend of learning contexts, students were monitored by academic and company tutors through an instant messaging app (WhatsApp). The unique contribution of the company tutor to the blending of academic and professional contexts is explored. By qualitatively analyzing (i) process data (four WhatsApp log chats) and (ii) self-report data (interviews with six company tutors), we found that the company tutor contributed to both the traditional blended dimension (mixing online and offline) and to the blend of the academic and professional contexts. When company tutors participated in the chat, students moved from an organizational dynamic, featuring chats monitored by only the academic tutor, toward a more collaborative and reflective dynamic. The company tutors considered the opportunity to blend academic and professional contexts as the best aspect of the course for both themselves as educators/company representatives, and for the students. This paper offers insights into the ongoing discussion about what blended is—or should be—and the role of company tutors in blending educational contexts. Full article
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11 pages, 1653 KiB  
Article
Adopting Augmented Reality to Engage Higher Education Students in a Museum University Collection: the Experience at Roma Tre University
by Antonella Poce, Francesca Amenduni, Carlo De Medio, Mara Valente and Maria Rosaria Re
Information 2019, 10(12), 373; https://doi.org/10.3390/info10120373 - 28 Nov 2019
Cited by 15 | Viewed by 4762
Abstract
University museums are powerful resource centres in higher education. In this context, the adoption of digital technologies can support personalised learning experience within the university museum. The aim of the present contribution is to present a case study carried out at the Department [...] Read more.
University museums are powerful resource centres in higher education. In this context, the adoption of digital technologies can support personalised learning experience within the university museum. The aim of the present contribution is to present a case study carried out at the Department of Educational Sciences at Roma Tre University with a group of 14 master’s degree students. Students were involved in a 2-h workshop in which they were invited to test augmented reality technology through a web app for Android. At the end of the visit participants were required to fill in a questionnaire with both open-ended and closed-ended questions aimed at investigating their ideas on the exhibition and their critical thinking level. Students appreciated the exhibition, especially its multimodality. Most of the frequent themes identified in open-ended answers are related to critical and visual thinking. Despite the positive overall evaluation, there is still room for improvement, both in terms of technology and educational design. Full article
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