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Students’ Metaphors for Defining Their Learning Experience with Audio-Visible versus Invisible Authors. Results from a Case Study in a Social Science Discipline

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DOI: 10.4236/ce.2011.23025    5,883 Downloads   9,889 Views   Citations

ABSTRACT

This article summarizes an instructional experience designed and conducted at the University of Lugano – Communication Sciences – (Switzerland) within a Political Theory’s freshmen course, which involved disciplines like: philosophy, political science and epistemology. We offered students two types of authors to be learned: one through a multimedia video interview in combination with written texts of these authors, defined as the audio-visible authors, and one type of author offered only through a text-based format (the invisible author). We gathered quantitative data (students’ performance on their written exam compositions, their grades; the number of written words they wrote; and the number of times students mentioned the two types of authors in their written compositions). We also collected qualitative data (through semi-structured interviews and thinking aloud protocols), analyzing the metaphors students used to define the reading and learning experience with the audio-visible and the invisible authors. Results show that students perform better when the author to be studied is offered with more media instructional supports, they tend to establish a social relationship with the author, and the quality of their critical thinking and the level of interest in a new subject both increase. The article is divided in three parts: we will first give some definitions of what a metaphor is; second, we will describe our case study and the results of the data analysis; third, we will discuss the results.

Conflicts of Interest

The authors declare no conflicts of interest.

Cite this paper

Inglese, T. and Rigotti, F. (2011) Students’ Metaphors for Defining Their Learning Experience with Audio-Visible versus Invisible Authors. Results from a Case Study in a Social Science Discipline. Creative Education, 2, 181-188. doi: 10.4236/ce.2011.23025.

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