Abstract:

This paper describes ongoing ethnographic research within a university that is experimenting with distance learning methodologies and technologies at the system level. This research is situated within an organizational context characterized by change and uncertainty: a student population consisting increasingly of adults with diverse cultural, family, and work backgrounds who require on-demand, personalized, and certified degree programs. An exponential increase in enrolment in online universities is sparking scientific and political debate on quality standards. A silent educational reform led by artificial intelligence and ed-tech companies is forcing us to reconsider how we teach and conduct research in an adaptive and more-than-human way. Last but not least, universities' interest in increasing enrollment numbers is driving the development of distance learning degree programs, with more attention being paid to the sustainability of management processes than to the scientific validity of the teaching solutions adopted.

In this complex context, the research adopts the perspective of those involved in testing and implementing the Ecobi Edunext blended learning model in two Master's degree programs. Ecobi Edunext, adopted by the network of Italian public universities that have joined the Edunext Digital Education Hub, provides blended or predominantly distance learning degree programs that are methodologically and technologically advanced. Synchronous and asynchronous activities ensure that classrooms remain open beyond class hours, digital materials are prepared in advance of the course, and learning becomes part of students' everyday lives. Teachers become learning designers and have a team of tutors, instructional designers, and media producers at their disposal; the distinction between attending and non-attending students becomes increasingly blurred, while the range of communication tools enabling the creation of networks between teachers and students expands.

Since April 2024, forty-eight teachers, technical-administrative staff, and technicians have worked at different organizational levels to ensure the implementation of the model in the context explored. The research distinguishes them into four subgroups: two composed of teachers teaching in the relevant degree programs, one from project governance, and one from instructional designers and media producers.

The research analyzes and describes the tensions and compromises that emerged between the groups during the implementation process. Two main thematic categories are identified: the transformation of spaces, times, roles, and communications in the transition from traditional to blended teaching; and the actions taken at the system level to accelerate change, such as creating a sense of urgency, building a leadership coalition, developing a strategic vision, removing barriers to change, and institutionalizing change.

The research shows that the adoption of distance learning methodologies and technologies is not a neutral choice, but a matter of negotiation. Mapping tensions and compromises clarifies how public universities are inevitably becoming increasingly hybrid and more-than-human.

Keywords:

Blended learning, organizational development, digital transformation.