Abstract:

The literature in recent years has highlighted the importance of adopting specific methodologies in the university training context to foster participative and conscious learning (Iavarone et al., 2017). In particular, active didactics can foster the development of technical knowledge, but also of transversal competences, the so-called soft skills, which are considered increasingly crucial to adapt functionally to the work and social context (Fedeli, 2019). One of the tools considered effective in fostering learning is the working group, within which each member brings different skills and qualities that are enhanced through comparison and discussion. Furthermore, the small group is also effective in promoting well-being and social cohesion (Bruno & dell'Aversana, 2018). Within this theoretical framework, the aim of this contribution is to evaluate the usefulness and effectiveness of active teaching methodologies proposed within two courses in Group Psychology. The participants were 64 Italian university students (82.8% female; mean age 24.1, SD=3.94; 75% full-time students) of the Master's degree course in Psychology and 31 Italian university students (96.8% female; mean age 27.4, SD=7.27; 48.4% full-time students) of the Master's degree course in Pedagogy, Educational Design and Research.
Quantitative instruments (a protocol consisting of questionnaires validated in the literature) and qualitative instruments (reflective diaries written by the students) were used. SPSS software was used to analyse the quantitative data. The qualitative data were analysed according to the constructivist Grounded Theory. The quantitative results show that the various active learning activities were perceived as useful by the participants both on a cognitive level, to understand the theoretical content and consolidate it, and on a metacognitive level, to share the reflections in the group and achieve a greater awareness of the functioning of the group with which one works.
The qualitative data show results confirming that the active teaching mode helps to stimulate participation and discussion, with a higher level of awareness. However, the qualitative data, leaving the participants free to express themselves, also revealed critical aspects related to the importance of the physical environment in which the courses take place and the active participation of all group members. The results, therefore, highlight the importance of investing in active teaching and group methodologies that aim at the conscious participation of the learner in the learning process in order to enhance their experience and the development of their technical and transversal skills.

References:
[1] Bruno, A., Dell’Aversana, G. (2018). “Reflective practicum in higher education: the influence of the learning environment on the quality of learning”. Assess. Eval. High. Educ. 43, pp. 345–358. doi: 10.1080/02602938.2017.1344823
[2] Fedeli, M. (2019). “Active Learning o Lecturing? Strategie per integrare la lezione frontale e active learning”. Active Learning o Lecturing? Strategie per integrare la lezione frontale e active learning.
[3] Iavarone, M., Lo Presti, F., Stangherlin, O. (2017). “Participatory Didactics and the role of feedback through game-based technologies”. Open Journal per la formazione in rete, pp. 176-189. doi:10.13128/FORMARE-20239

Keywords:

Active teaching, active learning, university students, Italy.