ABSTRACT

A blended university course whose design is inspired by the Trialogical Learning Approach is presented. The structure, activities, and content of the course are described in detail and followed by an explorative case-study conducted on data collected during the 2017–2018 edition of the course. The general aim was to understand the impact of the course on students’ perceptions of their acquisition of knowledge work skills and on their overall appreciation of the course. One hundred and nine psychology students voluntarily participated in a course titled ‘Experimental Pedagogy’ held at Sapienza, University of Rome (IT). The data collection was informed by the trialogical design principles that inspired the course and defined the knowledge work skills to be observed, i.e. collaboration, continuous improvement, and digital skills. Two anonymous self-report questionnaires were administered. Data was analysed using a mixed-methods (qualitative and quantitative) approach. Results indicated that the course was perceived to effectively promote the majority of the intended skills. Moreover, students appreciated the possibility to concretely work on a project-based learning activity that allowed them to create a shared and meaningful object and reflect their actual learning as intended by the theoretical approach.

摘要

提出了一个混合大学课程，其设计灵感来自三部学习法。本课程的结构，活动和内容均得到详细描述，然后对2017-2018年版课程中收集的数据进行探索性案例研究。总体目的是了解课程对学生对他们获得知识工作技能的理解以及对课程的总体评价的影响。109名心理学专业的学生自愿参加了在罗马大学（IT）萨皮恩扎市举办的名为“实验教学法”的课程。三角学设计原则为数据收集提供了启发，这些原则启发了课程并定义了要观察的知识工作技能，即协作，持续改进和数字技能。管理了两个匿名的自我报告调查表。使用混合方法（定性和定量）方法分析数据。结果表明，该课程被认为可以有效地提高大多数预期技能。此外，学生们赞赏有可能具体开展基于项目的学习活动，这使他们能够创建一个共享的，有意义的对象，并按照理论方法的意图反映他们的实际学习。