Two years after the introduction of distance learning and blended synchronous learning, what seemed to be an exceptional initiative is turning into an educational opportunity for students and teachers provided that reflection on these impacts and results helps to inform some changes in the teaching-learning act as a “lesson learned”. The research question refers to which teaching-learning act claims can be provided in view of main results of a discourse analysis on students’ metaphors and representations on their biennial experience in distance learning and blended synchronous learning in a university course. We present the results of a descriptive longitudinal case study on metaphors and representations of the didactic experience lived in these two years by students of a university course. In line with the findings of similar studies, possible hints are given for improving learning-teaching relationship due to coexistence with distance and blended synchronous mode learning for the future as a challenging opportunity.
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