La progettazione della didattica online in ambito universitario come apprendimento trasformativo

The online university teaching offer in Italy has grown significantly, as well as the number of students
involved, at the same time the Bologna Process has triggered in all European education systems with a new
focus on university teaching and its evaluation. Many university teachers found themselves facing a complex
online course design, development and deploy process. This need has led many teachers, from different
disciplines, to reflect critically on their teaching approach to try to adapt it to a new context. In this work we
outline how the experience, sometimes "traumatic", of redefining frontal university teaching can be considered
as the implementation of a transformative path that calls into question many of the premises that underlie the
traditional teaching approach, therefore a transformative learning for the teacher.