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Luciano Cecconi
Katia Sannicandro
Claudia Bellini


The spread of blended academic courses generates two needs: on the one hand, to make more explicit what we mean exactly by “mixed teaching”, and on the other, to develop a suitable framework guiding the complex evaluation process of this innovative university teaching mode. Students’ perception has always been one of the most important features to consider whenever teaching is evaluated. The aim of this contribution is to describe methods and results of an investigation carried out with a sample of students enrolled in the four courses that the University of Modena and Reggio Emilia (UNIMORE) delivers in blended mode.

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