Learning and teaching innovation at the University of Bologna during the pandemic: a path based on evaluation research

Abstract

This contribution describes one of the actions  that the University of Bologna has carried out to  monitor, accompany and support the quality of  learning and teaching processes in the current  situation. The model of intervention is  characterized by circular actions of evaluation,  analysis, reflection, training and redesign. Such  model is inspired by the Formative Educational  Evaluation (Kellaghan & Stufflebeam, 2003;  Bondioli & Ferrari, 2004). We present the results  of a study conducted a few weeks after the start  of online teaching, with the aim of collecting  feedbacks from students to be returned to  professors, in order to guide them in the  innovation of their practices and to design  training interventions. The contribution aims to  bring a methodological reflection on the  management of the changes that universities  are implementing to respond to the pandemic,  changes that will have an impact on future  policies and that need to be accompanied and  guided by research and evaluation.