A Multiple Case Study on Blended and Online Educational Strategies

Abstract

This paper aims to investigate how three specific didactic strategies, arts-based learning, flipped learning and role-playing, adopted within the scope of blended and online teaching support the involvement and the interactions between student and student and between students and teacher, as well as the elaboration of new forms of knowledge, promoting active learning. Sectoral studies indeed show how the inter-relation between didactic strategies, disciplinary contents and technological applications, have an impact on the transformative nature of learning and teaching processes. The use and the sharing of different stimulus materials, along with the work developed in collaboration using digital environments and instruments, have turned out to be particularly significant. In this regard, the students’ observations and comments show how the adoption of the three strategies, also developed within digital environments have provided opportunities to improve the cognitive processes with positive implications for motivation, participation, the re-elaboration of knowledge. This paper presents and discusses a multiple case study based on three different interventions made within the scope of university teaching (University of Bologna, academic year 2019–2020).KeywordsArts-based learningFlipped learningRole-playing