1 Università di Napoli Parthenope (ITALY)
2 Università di Perugia (ITALY)
3 Università di Salerno (ITALY)
4 università di napoli Federico II (ITALY)
About this paper:
Appears in: EDULEARN21 Proceedings
Publication year: 2021
Pages: 665-672
ISBN: 978-84-09-31267-2
ISSN: 2340-1117
doi: 10.21125/edulearn.2021.0185
Conference name: 13th International Conference on Education and New Learning Technologies
Dates: 5-6 July, 2021
Location: Online Conference
Because of the discomfort caused by the pandemic situation (Covid-19), today's society is experiencing the opportunities for students to acquire behaviours, knowledge, skills, attitudes necessary to actively participate in social exchange and the integral maturation of their personality have enormously diversified. Each person is subjected to very heterogeneous, but not irrelevant, stimuli.

The promotion of the sense of belonging to community by the younger generations, of active citizenship, the right to educational success of young people and the prevention of early school leaving, the contribution of learning places become categorical imperative of great importance.

The search for a constant and harmonious balance between learning outcomes that are the same for all (socialization) and personal paths that can be differentiated in places, times, ways (individualization), between rigidity and organizational flexibility, between maturational contributions that occur through learning formal and non-formal and informal learning, between compulsory national constraints and optional at the level of the institution at the service of the development of the personal skills of the students are certainly tasks of the entire organization of any institutional place.

The aim of this research is to identify teaching methods that improve students' performance for an e-learning course in Statistics of the three-year degree course in Economics. An e-learning teaching model aims at acquisition of knowledge and skills through electronic provision of content to be used independently (frontal teaching) and at participation in online activities functional to the acquisition of knowledge (Interactive Teaching), under the supervision and support of teachers and tutors. The definition of the model starts from the analysis of the context and, through periodic activities of formative assessment try to improve the learning.

Therefore, defining the e-learning model becomes crucial given the consequences on student's learning. To this aim, two models are here compared; the one mainly based on frontal teaching and the other based on a mix between frontal and interactive teaching. The effects were analysed in terms of final mark and student satisfaction.
Covid-19, statistics, individualization, socialization.