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Cultural-Historical Psychology

Publisher: Moscow State University of Psychology and Education

ISSN (printed version): 1816-5435

ISSN (online): 2224-8935

DOI: http://dx.doi.org/10.17759/chp

License: CC BY-NC 4.0

Started in 2005

Published quarterly

Free of fees
Open Access Journal

Affiliated ISCAR

 

The Subjective Development through Unfolding Learning Activities 268

Ligorio M.B., Ph.D., Associate Professor, Department of Educational Sciences, Psychology, Communication, University of Bari, Bari, Italy, mariabeatrice.ligorio@uniba.it
Loperfido F.F., PhD student, Bari, Italy, feldialop@gmail.com
Abstract
This article deals with the subjective development of college students participating in blended learning activities. We present a research project concerning the self-positioning changes and the thinking processes development related to the participation in such activities. The project is shaped by two studies performed within the Italian University context. The first study concerns the Self-positioning changes occurring within group discussions. Results from this study show that the such positioning change over the learning experience and that they are closely related to the participation in the blended activities and mediated by the use of new technology. Thus, new research questions arose from this study, concerning the role of activities and the possible development of thinking processes as well. The second study has an explorative aim and focuses on two case analyses investigating the students' thinking flow during the participation in problem solving activities. Results show that the thought has a multi-dimensional structure which changes from the beginning to the end of the course and that the nature of activities influences the performance of the students

Keywords: blended learning activities, Selfpositioning, thinking processes development, thinking structure

Column: Developmental Psychology

For Reference

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