Componenti psicologiche del ruolo del tutor scientifico nell’apprendimento on-line

Abstract

Psychological Components of the Scientific Tutor’s Role in Distance Learning This paper highlights, in multimedia learning through an e-learning platform, the psychological aspects of the online scientific tutor’s role, and analyses the effects on learning levels. The online General Psychology Laboratory (Degree in Education, «Roma Tre» University) – conducted with a tutoring service and centered on semi-structured self-evaluation tests (Domenici, 1991 and 2005) – has shown a facilitation effect on learning processes, giving rise to statistically significant differences (p < 0.001) in the objective final examination, to the advantage of the group of students who carried out the laboratory tasks compared to students who did not. An analysis of the content of the problems encountered by students and of the messages recorded in the Laboratory Forum and in the Forum for Clarifications showed the following: (a) didactic-organisational type queries (b) affectiverelational psychological aspects, particularly with regard to motivation for knowledge, self-assertiveness and social life. According to the psychodynamic approach proposed by the authors in order to interpret the results obtained, this motivational activation reinforces critical thinking (through self-evaluation) as well as convergent and divergent cognitive skills (through semi-structured tests, which facilitate the acquisition of knowledge and the method of study). In a circular manner, the dynamics involving the cognitive motivational structure enables the individualization of learning.

Keywords

• distance education
• learning
• motivation
• self-evaluation
• semistructured test
• apprendimento
• auto-valutazione
• formazione a distanza
• motivazione
• prove semistrutturate