<abstract xmlns="http://www.w3.org/1999/xhtml">

In the Italian university context, almost all universities offer blended degree courses, digital environments and e-learning systems. In many cases, dedicated centres also provide technical support and, less frequently, teaching and methodological support. The development of digital learning environments often does not correspond to the spread of an effective culture of educational innovation in university courses.
The research examined the experiences of instructional design among 44 university teachers of blended degree courses at the University of Modena and Reggio Emilia. The analysis focused on teachers’ level of satisfaction and the processes of teaching innovation linked to the blended methodology, investigating also the possible criticalities and strengths related to the process of (re)design and innovation. The activities of training and design for teachers contributed to the dissemination of good teaching practices and professional development.
In line with what emerged from the research on blended learning, it seems necessary to build a framework for the adoption and implementation of ‘blended learning’ strategies at the institutional level, starting from the construction of a concrete agenda setting shared between the actors of the innovation process.
</abstract>

In the Italian university context, almost all universities offer blended degree courses, digital environments and e-learning systems. In many cases, dedicated centres also provide technical support and, less frequently, teaching and methodological support. The development of digital learning environments often does not correspond to the spread of an effective culture of educational innovation in university courses.
The research examined the experiences of instructional design among 44 university teachers of blended degree courses at the University of Modena and Reggio Emilia. The analysis focused on teachers’ level of satisfaction and the processes of teaching innovation linked to the blended methodology, investigating also the possible criticalities and strengths related to the process of (re)design and innovation. The activities of training and design for teachers contributed to the dissemination of good teaching practices and professional development.
In line with what emerged from the research on blended learning, it seems necessary to build a framework for the adoption and implementation of ‘blended learning’ strategies at the institutional level, starting from the construction of a concrete agenda setting shared between the actors of the innovation process.

Blended learning design for teaching innovation: university teachers’ perceptions

Research on Education and Media

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

In the Italian university context, almost all universities offer blended degree courses, digital environments and e-learning systems. In many cases, dedicated...

Blended learning design for teaching innovation: university teachers’ perceptions

Published Online: Dec 22, 2021

Page range: 36 - 45

DOI: https://doi.org/10.2478/rem-2021-0011

Keywords
Blended Learning, Instructional Design, Digital Education, Distance Education, Professional Development

© 2021 Katia Sannicandro et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Blended learning design for teaching innovation: university teachers’ perceptions

Published Online: Dec 22, 2021

Page range: 36 - 45

DOI: https://doi.org/10.2478/rem-2021-0011

KeywordsBlended Learning, Instructional Design, Digital Education, Distance Education, Professional Development

© 2021 Katia Sannicandro et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Keywords
Blended Learning, Instructional Design, Digital Education, Distance Education, Professional Development