After the introduction about the rhetoric of pedagogical research that emerged at the time of Covid, the article presents an investigation on the relationship between e-learning, university teaching and inclusion. Through a questionnaire addressed to 119 students of the degree course in Primary Teacher Education at the University of Molise, we have investigated four specific issues. The first one concerns the digital divide referred both to the university context and to the regional background. The second is the use of e-learning in university teaching and the effectiveness of teaching activities carried out so far, finally the preferences for the future. The third question seeks to understand how the use of e-learning may be considered as a training opportunity for future teachers. The fourth question examines the relationship between disability and digital technologies. The results indicate an interest in e-learning as a resource in university teaching for an emergency, and even for disability, post-pandemic and future professional practices. The main criticism emerged about the dual-mode approach, which is considered ineffective.
E-LEARNING, INCLUSION AND UNIVERSITY. THE DUAL-MODE BETWEEN THE QUEST FOR EFFICIENCY AND CUSTOMER SATISFACTION
Bruni F.;
2020-01-01
Abstract
After the introduction about the rhetoric of pedagogical research that emerged at the time of Covid, the article presents an investigation on the relationship between e-learning, university teaching and inclusion. Through a questionnaire addressed to 119 students of the degree course in Primary Teacher Education at the University of Molise, we have investigated four specific issues. The first one concerns the digital divide referred both to the university context and to the regional background. The second is the use of e-learning in university teaching and the effectiveness of teaching activities carried out so far, finally the preferences for the future. The third question seeks to understand how the use of e-learning may be considered as a training opportunity for future teachers. The fourth question examines the relationship between disability and digital technologies. The results indicate an interest in e-learning as a resource in university teaching for an emergency, and even for disability, post-pandemic and future professional practices. The main criticism emerged about the dual-mode approach, which is considered ineffective.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
