Giovanni Bonaiuti | University of Cagliari (original) (raw)
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Papers by Giovanni Bonaiuti
Journal of Science Education and Technology, Oct 2, 2023
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Frontiers in Education, Mar 29, 2023
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Il contributo presenta una ricerca svolta all'Università di Cagliari nel corso di due anni ac... more Il contributo presenta una ricerca svolta all'Università di Cagliari nel corso di due anni accademici tesa ad analizzare le potenzialità di una modalità di lezione basata sull'uso frequente di "domande e risposte" gestite attraverso tecnologie. Abbiamo cercato di capire se un approccio didattico più interattivo, facilitato da un'applicazione software basata su tecnologie mobili, riesca a migliorare il coinvolgimento degli studenti e i risultati di apprendimento, in un contesto caratterizzato da un elevato numero di partecipanti. L'obiettivo era quello di verificare l'impatto sui risultati di apprendimento, oltre all'accettazione ed all'apprezzamento da parte degli studenti, di una didattica frontale intervallata da domande di verifica e dalla conseguente analisi e discussione delle risposte. Nell'esperienza sono state comparate due diverse modalità di applicazione di questa metodologia: con e senza le tecnologie e, i risultati ottenuti, sono...
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Encyclopedia of Sustainability in Higher Education, 2019
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DOAJ (DOAJ: Directory of Open Access Journals), Oct 1, 2012
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Communications in computer and information science, 2022
Understanding the impact of different types of questions on learning is still an open problem in ... more Understanding the impact of different types of questions on learning is still an open problem in the literature. Many tools allow teachers to ask different kinds of questions, such as closed (multiple-choice, true/false, associations, etc.) and open (tag clouds, short notes). Our work aims to compare the effect of open and closed questions on student learning. To analyse the differences in learning results between the two types of question approaches, we carried an experiment in a Programming course (Programming 1 - Italian academic course in a Bachelor of Computer Science degree), dividing the students into two groups. During the first half of the course, we asked multiple-choice questions to the students in the first group, whereas we used an open-ended approach for the students of the second one. In the second part of the course, we inverted the modalities. For this work, carried out in the 2018/19 academic year, we used Mentimeter as Student Response System (SRS). We believe that identifying the right balance between explanation and verification and understanding the effects of the different evaluation types represent a significant contribution to the debate on formative evaluation in complex contexts. This contribution could be helpful in university classrooms where the high number of students does not allow easy interaction. Thanks to the data analysis and relative charts presented in this work, the authors share the learned lesson and offer several discussion points raising new questions that have to be addressed yet.
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Journal of Science Education and Technology, Oct 2, 2023
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Frontiers in Education, Mar 29, 2023
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Bookmarks Related papers MentionsView impact
Il contributo presenta una ricerca svolta all'Università di Cagliari nel corso di due anni ac... more Il contributo presenta una ricerca svolta all'Università di Cagliari nel corso di due anni accademici tesa ad analizzare le potenzialità di una modalità di lezione basata sull'uso frequente di "domande e risposte" gestite attraverso tecnologie. Abbiamo cercato di capire se un approccio didattico più interattivo, facilitato da un'applicazione software basata su tecnologie mobili, riesca a migliorare il coinvolgimento degli studenti e i risultati di apprendimento, in un contesto caratterizzato da un elevato numero di partecipanti. L'obiettivo era quello di verificare l'impatto sui risultati di apprendimento, oltre all'accettazione ed all'apprezzamento da parte degli studenti, di una didattica frontale intervallata da domande di verifica e dalla conseguente analisi e discussione delle risposte. Nell'esperienza sono state comparate due diverse modalità di applicazione di questa metodologia: con e senza le tecnologie e, i risultati ottenuti, sono...
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Encyclopedia of Sustainability in Higher Education, 2019
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DOAJ (DOAJ: Directory of Open Access Journals), Oct 1, 2012
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Communications in computer and information science, 2022
Understanding the impact of different types of questions on learning is still an open problem in ... more Understanding the impact of different types of questions on learning is still an open problem in the literature. Many tools allow teachers to ask different kinds of questions, such as closed (multiple-choice, true/false, associations, etc.) and open (tag clouds, short notes). Our work aims to compare the effect of open and closed questions on student learning. To analyse the differences in learning results between the two types of question approaches, we carried an experiment in a Programming course (Programming 1 - Italian academic course in a Bachelor of Computer Science degree), dividing the students into two groups. During the first half of the course, we asked multiple-choice questions to the students in the first group, whereas we used an open-ended approach for the students of the second one. In the second part of the course, we inverted the modalities. For this work, carried out in the 2018/19 academic year, we used Mentimeter as Student Response System (SRS). We believe that identifying the right balance between explanation and verification and understanding the effects of the different evaluation types represent a significant contribution to the debate on formative evaluation in complex contexts. This contribution could be helpful in university classrooms where the high number of students does not allow easy interaction. Thanks to the data analysis and relative charts presented in this work, the authors share the learned lesson and offer several discussion points raising new questions that have to be addressed yet.
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