Transforming higher education: From Flipped lessons and MOOCs to lifelong learning for archaeologists
10.3280/exioa2-2023oa16826
This paper explores the transformative impact of flipped learning and Massive Open Online Courses (MOOCs) on higher education, specifically in the field of medieval archaeology at the University of Padova. It delves into the implementation of these innovative approaches, their effects on student performance, and the valuable insights gained from student feedback. Additionally, it highlights the global reach of MOOCs created as a complement to these courses, including their multiple functions and implications also for lifelong learning. The findings suggest that blending online and traditional teaching can create a dynamic and inclusive educational experience that caters to the needs of traditional students, professional archaeologists who want to improve their skills and competencies and enthusiasts of archaeology.
application/pdf
2499-507X
16826
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en
Cecilia Dal Bon
Excellence and Innovation in Learning and Teaching - Open Access
Reskilling
Transforming higher education: From Flipped lessons and MOOCs to lifelong learning for archaeologists
Text.Serial.Journal
https://journals.francoangeli.it/index.php/exioa
8
Esperienze e pratiche
2023-12-13
2023-11-21
2023-12-13
2023-12-13
EXIOA
Cecilia Dal Bon
2023/12/13
10.3280/exioa2-2023oa16826
University of Padova, Italy
2499-507X
2
Reskilling
en
Wallace S. L., Lewis, A. K. & Allen, M. D. (2019). The State of the Literature on Student Evaluations of Teaching and an Exploratory Analysis of Written Comments: Who Benefits Most?. College Teaching, 67(1), 114, DOI: 10.1080/87567555.2018.1483317.
Transforming higher education: From Flipped lessons and MOOCs to lifelong learning for archaeologists
https://journals.francoangeli.it/index.php/exioa/article/download/16826/2579
8
Esperienze e pratiche

Transforming higher education: From Flipped
lessons and MOOCs to lifelong learning for
archaeologists
Alexandra Chavarría Arnau*, Cecilia Dal Bon^



Abstract
This paper explores the transformative impact of flipped learning and Massive
Open Online Courses (MOOCs) on higher education, specifically in the field
of medieval archaeology at the University of Padova. It delves into the
implementation of these innovative approaches, their effects on student
performance, and the valuable insights gained from student feedback.
Additionally, it highlights the global reach of MOOCs created as a complement
to these courses, including their multiple functions and implications also for
lifelong learning. The findings suggest that blending online and traditional
teaching can create a dynamic and inclusive educational experience that caters
to the needs of traditional students, professional archaeologists who want to
improve their skills and competencies and enthusiasts of archaeology.
Keywords: innovative teaching and learning, interaction, medieval
archaeology, upskilling, reskilling.

Article submitted: 11/09/2023; accepted: 08/11/2023
Available online: 13/12/2023


1. Introduction: Creating hybrid learning environments

   The COVID-19 pandemic served as a catalyst for the adoption of online
teaching tools, and even as universities returned to normality, the benefits of

*
  Department of Cultural Heritage: Archaeology, History of Art, Cinema and Music,
University of Padova, Italy. E-mail: chavarria@unipd.it.
^
  Digital Learning and Multimedia Office, University of Padova, Italy. E-mail:
cecilia.dalbon@unipd.it.
The submission is the product of the joined effort of both authors.

Excellence and Innovation in Learning and Teaching (ISSNe 2499-507X), 2023, 2

Doi: 10.3280/exioa2-2023oa16826
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                           please see: http://creativecommons.org
online learning have become evident. Flexibility, increased accessibility for
students with disabilities, and convenience for those with multiple
commitments have all contributed to the growing appeal of online education.
    The interest in online education among students in Italy has been underlined
by the Ministry of Culture, which has recently reported how during the Covid
emergency there was a huge increase of learners in online high education
universities especially from students who had already completed basic studies
and wanted to develop a second-degree grade (laurea magistrale)1.
    Educators who were receptive to exploring remote teaching technologies,
beyond merely replicating traditional face-to-face methods through video
conferencing, experienced the advantages of online teaching and were inspired
to reevaluate and refine their lesson content and teaching strategies.
    Of special interest – also fostered by some universities after the initial
“return to normality” – has been the development of blended methods which
merge the flexibility and inclusivity of the online experience with that of in-
person classes.
    One effective method to leverage the advantages of this blended learning
system is the implementation of flipped teaching. Flipped teaching entails
utilizing online lessons to facilitate independent student learning of course
content (for instance, through pre-recorded videos) before the in-person class
sessions. This approach frees up valuable class time for more engaging and
interactive activities.
    In this context, we introduce the flipped integrated teaching experience,
which has been implemented since 2021 within the courses on medieval
archaeology at the University of Padova. It combines online material and in-
person activities, creating a holistic educational approach, and has
demonstrated significant enhancements in structuring the lesson content,
encouraging student learning and improving learners' competencies. The course

1
  According to the ANVUR report on higher education and research system published
in June 2023, the increase in the number of enrolments over the past decade has
benefited telematic universities most significantly. While traditional universities have
recorded an increase of about 2,000 students, telematic universities have seen them
grow by 180,000. In the academic year 2021/22, 11.5 per cent of university students
are enrolled in telematic universities, compared to 2.5 per cent in the academic year
2011/12. For traditional universities, while state universities recorded a slight decrease
of about 19,000 students (-1.2%), non-state universities saw an increase of about 22,000
students (+21.3%). Certainly, the expansion of the educational offerings of telematic
universities has enabled many students, especially workers, to embark on a university
career. In the academic year 2021/22 as many as 101,000 students (45.2% of the total)
came from a previous experience in traditional universities: a figure that is on the rise
compared to the academic year 2011/12, when this percentage stood at 40.7%.

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has also incorporated progressive and continuous assessment methods to certify
learner’s proficiency in a wide range of contents and skills.
    A highly valuable instrument in refining and conceptualizing this method
has been the simultaneous creation of a MOOC series on medieval archaeology,
currently comprising three courses. These MOOCs have played a pivotal role
in shaping the content and structure of the course by offering various activity
formats for exploration. Furthermore, these MOOCs, which have the option to
be incorporated as flipped learning materials within the course, have been
instrumental in developing strategies for online interaction between the
teaching staff and remote learners. In my experience, they have also illuminated
the existence of a vast global community of learners, eager to engage with our
lessons.
    This insight has sparked further reflection on the influence we could wield
in the realm of lifelong education - not only limited to recreational access, but
also with the possibility of serving to facilitate continuous professional
development in our field, archaeology. Our discipline evolves rapidly,
particularly in the realm of research methodologies, and it is crucial for
professionals to stay abreast of these advancements. There is an increasing
imperative for educational institutions to broaden their reach and offer lifelong,
skills-based training to a wider audience, catering to individuals at any stage of
their lives.


2. A three-step model for a flipped learning experience

    Since 2021, a flipped teaching method has been tested for the Medieval
Archaeology course of the degree in archaeology at the Cultural Heritage
Department of the University of Padova. The course is typically held in the
third year of the three-year course in archaeology (63 hours / 9 CTS), and it is
mainly based on the handbook Post-Classical Archaeologies (Brogiolo &
Chavarría Arnau, 2020). It started during the Covid period in the academic year
2019-2020, with approximately 70 students enrolled in Moodle, followed by
100 in 2020-2021, 120 in 2021-2022, and 140 in 2022-2023.
    The course delves into the historical period spanning from the 5th to the 15th
centuries, covering not only conventional topics like cities, countryside, trade,
churches, and cemeteries but also aspects that have relevance to both our
present and future. These additional subjects open the door to discussions that
transcend students’ existing knowledge levels, encompassing issues such as
climate change, environmental shifts, dietary and health concerns, pandemics,
migrations, territorial conflicts and frontiers, local and global market dynamics,
and religious diversity.

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    As it is a course with a large number of students who possess varying levels
of knowledge (it is a mandatory course for archaeologists and an optional
elective for historians, art historians, and tourism students), and encompasses
different age groups (with the majority falling between 18 and 25, but including
some lifelong learners), it is guided by three primary objectives:
● To enable each student to customize their learning journey by progressing
    through gradual stages.
● To encourage active learning and student participation, not only during
    lessons but also through participatory exercises.
● To modify the assessment method by eliminating the final exam, thus
    fostering progressive learning through exercises that allow both the
    instructor and the students themselves to monitor their knowledge
    development.
    The course (lasting six hours per week over three days) was organized
following a more or less fixed 3 step scheme consisting of:
 STEP 1: Pre-recorded video lessons (ideally part of blended course hours
    but can also be pre-lesson homework) and readings;
 STEP 2: In-class interactive seminars including questions from the students
    on the topics of the pre-recorded lessons, discussion on these topics, and
    deepening of some aspects of the pre-recorded lessons. Alternatively, a
    specialist guest for specific lectures.
 STEP 3: Exercises (some participatory, some individual, some in pairs or
    groups) which can also be discussed during the in-class time.
    By providing students with pre-class pre-recorded videos (in my case
prepared during the lockdown) as well as readings, I ensure that students arrive
in class somewhat familiar with the concepts of the lesson and ready to engage
at a deeper level during the in-class time.
    The most difficult part of preparing this kind of course relates to what
happens in the classroom- how to avoid traditional passive lectures and make
the students feel the need and advantages of coming to class, since they already
accessed the content online. First of all, in-class sessions should be designed to
build on the pre-class phase, addressing any student misconceptions and
consolidating concepts as well as engaging students in solving problems and
thinking critically about the content, creating a dynamic learning environment
(Bligh, 1971; Prince, 2004; Patton, 2015).
    The inclusion of guest lecturers, a feature highly appreciated by students,
enriched the discourse.
    In order to achieve interaction, in case spontaneous participation does not
occur, it is useful to prepare activities which involve the engagement of all the
students (for example through Wooclap). Various strategies can be employed
to encourage participation, including:

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● Creating a relaxed and welcoming atmosphere in the classroom by
    physically positioning oneself closer to the students to foster a sense of
    proximity.
● Addressing students by their names and encouraging them to use each
    other's names.
● Asking students to respond to their peers' questions and inviting them to
    challenge your ideas or those of other researchers quoted during the lessons.
● Avoiding criticism of student questions or comments in front of the class.
    I strongly recommend that students refrain from taking notes, even though
this may be quite challenging for them and, in some cases, lead to frustration.
While note-taking is undeniably a valuable skill, likely to prove useful, if not
essential, in their future workplaces, many students tend to mechanically
transcribe instructors’ words without engaging in critical thought or reflection
on the content (French & Kennedy, 2016, p. 8). Therefore, I recommend taking
notes during the pre-class phase, where they can replay the video content as
many times as necessary, and instead, reserving their in-class time for active
listening and thoughtful reflection. This approach enables them to actively
participate in discussions, which is the primary purpose of being physically
present in class.
    In general, after overcoming the initial challenge of speaking in front of the
class, there will always be a group of students who feel more confident about
participating actively. It's crucial to make an effort to involve all students who
wish to take part in discussions, even if they are hesitant to take risks. Equally
important is not to pressure students who, despite enjoying the discussions and
possibly contemplating answers on their own, prefer to remain silent. They can
be encouraged to engage in alternative activities, such as participatory Padlet
walls.
    This flipped classroom approach has been found useful for instructors to
devote in-class time to the students without worrying about the time otherwise
needed to deliver the whole content of the course (Al-Samarraie et al., 2020).
According to French & Kennedy, 2016: “Attending lectures provides students
with an important opportunity to make connections and build relationships with
peers. It also transforms the act of learning into a collective experience that can
facilitate a shared communal understanding among students” (p. 10).


3. Exercises as Learning Tools: Encouraging Reflection and
   Integration

   Another significant innovation in the course were the exercises that replaced
(by student choice) the final exam. These exercises were carried out once every

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15 days (in total, eight assignments were delivered) and their main objectives
were to:
● Stimulate reflection on lesson topics;
● Connect concepts from different lessons;
● Enable review of the contents through maps or tables;
● Encourage the students to research online for further information on the
    lesson content or on particular subjects (for example an archaeological site).
● Foster constructive criticality by having students evaluate their peers’
    exercises (peer-review) through a specific rubric similar to what the
    professor uses for student assessment.
● Serve as a final exercise (course 2023), where a short “scientific text” with
    notes and bibliography that they had elaborated in previous exercises is
    transformed into a five-to-eight-minute podcast episode about a medieval
    archaeological site of the territory2.
    Apart from the last exercise, which was more time-consuming, all the other
assessments were calculated between 2 and 4 hours work each.
    Some (optional) participatory activities were also offered as relevant study
tools for all the students, in particular two Padlet walls: one with a content
timeline and another with a chronologically organized annotated list of the main
protagonists of the period covered.
    Exercises guide students back to the pre-class materials, compelling them to
revisit and engage with the content. They also serve the valuable purpose of
offering students consistent and constructive feedback, enabling them to assess
their progress, pinpoint areas for enhancement, and fine-tune their learning
strategies (Hattie & Timperley, 2007). They not only facilitate gradual content
mastery but also foster the development of additional critical skills, such as
synthesis abilities, peer review skills, teamwork aptitude, and digital literacy.
    Assignments and their evaluations enable continuous monitoring of student
advancement over the course of the semester, affording instructors the chance
to implement timely adjustments to teaching and learning methodologies (Eyal,
2012).
    Moreover, the Moodle platform, coupled with integrated tools (especially
video management analytics), facilitated the following capabilities monitoring
all student activities, providing teaching staff with real-time insights into
assignment progress; assessing students’ development by comparing exercise
results and the frequency of video lesson views and evaluating individualized
student learning and offering tailored assessments based on their initial starting
points.


2
    Source: https://mediaspace.unipd.it/channel/PODCAST+Veneto+Medievale/303920292.

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4. Satisfaction Levels and Perceived Learning Outcome

   Although students view this teaching and assessment method as very
demanding (although in reality and with the lack of a final exam they would
have 162 hours for steps 1 and 33), their overall experience was highly positive.
   When surveyed both during and at the end of the course (via the Padlet
platform4), students expressed the following perceptions:
● They found the level of learning achieved to be highly satisfactory.
● The novel assessment methods enabled them to acquire skills with
   substantial value for their future educational and professional growth,
   extending beyond the scope of the course.
● Their interactions with me and their fellow students became more engaging
   and productive.




Fig. 1 - Word cloud from the student’s answers


3
  A credit (ECTS) typically corresponds to 25 hours of work, including classes and self-
study. Therefore, a course worth 9 credits like this corresponds to 63 hours of classes
and 162 hours of self-study (including the flipped part and the exercises).
4
  These evaluation tool was created as a way to implement the Student Evaluations of
Teaching (SET) which, as many researchers have highlighted present serious problems
(Carpenter Witherby & Tauber, 2020; Harvey 2022; Heffernan 2022; Hornstein & Law,
2017; Kreitzer & Sweet-Cushman 2022; Stroebe, 2020), all of them underlining that most
SET has a poor correlation with student learning, that SET is heavily influenced by factors
that have little to do with course quality and effectiveness (Heffernan 2022). SET is
influenced by the personal characteristics of the instructor, as well as the individual biases
of students (Wallace, Lewis & Allen, 2019). Instead of rewarding those who instruct in
challenging courses and grade strictly, Stroebe (2020) has asserted that SET encourages
grade inflation, rewards poor teaching. Furthermore, it causes high stress among academic
staff and can be adopted by colleagues as a tool to bully and target other academics.

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    Additionally, students observed that this approach, facilitated by digital
tools, offered significant advantages in terms of time flexibility. They could
comfortably absorb the course content at their own pace, a flexibility extended
to the completion of assignments, accommodating various schedules.
    Setting aside the Student Evaluations of Teaching (SET) for the course,
which, while not unfavorable, didn’t quite match my initial expectations, it is
noteworthy that the course enrollment has doubled since I adopted this teaching
method three years ago. This substantial increase in student enrollment appears
to be a compelling indicator of the method's effectiveness and appeal.


5. Designing Success: Strategies for Effective Course Delivery and
   Engagement

   To ensure the success of this course, which may seem somewhat
unconventional compared to traditional approaches due to the instructor's
distinct role as more of a facilitator than a content deliverer, meticulous course
design is essential5. Here are some key considerations:
● Clear communication: Communicate the course structure and expectations
   clearly to students from the very first class. Discuss in detail your syllabus
   from the first day going through the course schedule, assessment methods,
   and learning objectives. This transparency helps students know what to
   expect and how to succeed in the course.
● Emphasis on benefits: Emphasize the expected benefits for the students to
   help them understand the rationale behind an approach that may initially feel
   unfamiliar or uncomfortable.
● Structured modular design: It is crucial to structure the course into well-
   defined modules or units right from the beginning. This approach provides
   clarity and organization for both the instructor and students. Each module
   should have a clear learning objective and build upon the previous one,
   allowing students to progress logically through the material.
● Logical sequence: Ensure that the modules follow a logical sequence,
   creating a smooth flow of information. This helps students understand how
   concepts connect and build upon each other, promoting a deeper
   understanding of the subject matter.
● Diverse presentation methods: To engage students effectively, employ a
   variety of presentation methods. This includes using videos, readings, and
   interactive activities. By diversifying the content delivery, you can cater to
   different learning styles and maintain student interest throughout the course.

5
    On the role of the instructor as facilitator see Patton, 2015.

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   In this sense, MOOCs serve as compelling examples of best practices in
course planning, as they are characterized by their diverse array of activities
and multimedia components, as well as their incorporation of ongoing
assessments.


6. MOOCs as a Source of Inspiration and Best Practices

    Since 2020, three Massive Open Online Courses with content related to
medieval archaeology have been produced thanks to two grants for innovative
teaching from the University of Padova and an Erasmus project on Innovative
didactics6. All of them have been uploaded in the international platform Future
Learn and are still running7. The multimedia content was also uploaded to
Mediaspace8 in order to make all the video contents available also in creative
commons CC-BY SA open content.
    The three MOOCS are focused on aspects developed in medieval
archaeology classes and like a blended course, the MOOCs combine short
readings with video lessons including high-quality images that echo traditional
lessons with an instructor and slides (but in much more dynamic and condensed
format); exercises (individual and participatory); videos of laboratories at the
University of Padova; short lessons by specialists; and a couple of “trips” in
the form of a video visit to some sites quoted in the course, under current
excavation or research. Each “step” (which corresponds to a reading activity,
video, or exercise) ends with an open forum in which students can leave
comments or ask questions.
    Delivered in English, the courses have attracted around 4000 students, many
from anglophone countries (United Kingdom, United States, Canada,
Australia) but also with good numbers from Europe, Africa, and Asia. The
global reach of the internet, and in particular the ability of students from
different time zones to access material at an appropriate time of day (unlike
webinars broadcast during European daytime or early evening and therefore
after midnight in other time zones), allowed a significantly increased
internationalisation of the teaching process.


6
  Editor: Learning how to Teach, Teaching how to Learn. Facing Challenges of Global
Change in Higher Education Using Digital Tools for Reflective, Critical and Inclusive.
Learning on European Historical Landscapes. Erasmus+ GRANT_NUMBER: 2020-1-
HR01-KA226-HE-094696.
7
   https://unipd.link/enlightening-the-dark-ages, https://unipd.link/HistoricLandscape
Archaeology, https://unipd.link/change_of_era.
8
  https://unipd.link/channel-enlightening-the-dark-ages.

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Fig. 2 - Global reach of the 3 courses of medieval archaeology produced by the University of
Padova
    The courses have received very positive feedback from attendees, who
appreciated the innovative nature of the content, its multidisciplinary character,
and the variety of exercises. However, the element that the students emphasized
the most (and one important for an online course), was the strong component
of interactivity between teacher-student and student-student, encouraged by the
instructor through the “comments section” by answering student’s questions,
fostering discussions, and encouraging students to upload supplementary links
to further material by acknowledging their contributions. Currently, more than
10,000 comments have been posted.


7. Bridging Gaps and Fostering Lifelong Learning in Italian
   Universities
   Our MOOCs have been primarily designed to serve two main objectives:
1. Support for university Courses: Originally, these MOOCs were created to
   complement our university-level medieval archaeology courses. Each
   MOOC corresponds to one of our actual courses, including medieval
   archaeology, Christian archaeology, and landscape archaeology. They serve
   as valuable materials for the blended part of these courses, enhancing the in-
   class experience. Additionally, they function as interactive study materials
   for students who may not attend the in-person classes, providing them with
   a comprehensive learning resource.

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2. Introductory Courses for Enthusiasts: Another critical role of these MOOCs
    is to act as introductory courses for passionate individuals, often retirees,
    who pursue archaeology for recreational purposes. These individuals
    display a strong interest in exploring the captivating world of archaeology,
    and our MOOCs provide them with an accessible and engaging avenue to
    satisfy their curiosity.
    We are actively exploring a third function for future courses, which involves
catering to professionals who completed their studies years ago but now need
to update and improve their knowledge to acquire new skills and competencies
that bridge the gap between their formal education and the evolving demands
of the job market.
    The rapid pace at which digital innovations and hard sciences are being
applied to archaeological research underscores the necessity for field
archaeologists and professionals in administration and museums to continually
expand their knowledge base to remain competitive in their jobs or improve
their career opportunities. Some of the critical areas in archaeology where we
can offer insights and updates include: digital technologies for visualization of
ancient buildings, materials, and landscapes; application of chemical studies,
such as archaeometries and stable isotopes, to archaeological materials;
biological analyses applied to human and animal bones, seeds, or pollens,
shedding light on ancient ecosystems and lifestyles; and effective public
engagement, among many others. Furthermore, archaeology is a field that
continuously evolves due to ongoing discoveries from new excavations and
new research – a wellspring of information and discussions that professionals
can leverage to their advantage.
    In recent years, there has been a growing call for education and training
systems to foster and support accessible and inclusive learning opportunities to
a broader range of individuals, offering innovative avenues for upskilling and
reskilling in the context of prior work and life experiences to help individuals
to remain employable and competitive,9 something which also aligns with the
social mission of universities10.

9
   At an international level, UNESCO, the Council of Europe and the European
Commission have played an active role in promoting lifelong learning for decades, but
the 2030 Agenda for Sustainable Development (adopted in 2015) has reinvigorated this
concept and reconnected it with its humanistic origins, in particular with one stand-
alone goal – SDG 4 – which underlines inclusive and equitable quality education and
promotes lifelong learning opportunities for all (Atchoarena 2021 - with further
references on the subject of longlife learning).
10
   See Atchoarena (2021, pp. 314-315) for longlife learning as the “third mission” of
the Universities but remembers also how low fertility rates implying a shrinking
recruitment base and a fast-growing population of older adults, constitutes a further

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8. Conclusions

   This paper has explored the transformative impact of flipped learning (using
online resources) and Massive Open Online Courses (MOOCs) in the context
of higher education, with a specific focus on the field of archaeology. The
implementation of these innovative approaches has not only improved student
performance but has also enriched the educational experience by promoting
engagement, inclusivity, and lifelong learning.
   The development of blended learning methods, combining the advantages
of online and in-person classes, has shown promise. Flipped teaching has
proven effective in structuring lesson content, enhancing student learning, and
improving competencies. Blending online material with in-person activities
offers a dynamic and interactive educational experience.
   Additionally, the creation of MOOCs on archaeology has not only expanded
the reach of the course but has also revealed a global community of learners
eager to participate in these lessons, raising questions about the potential impact
of online education on lifelong training and skills development in the field of
archaeology.
   Italian higher education institutions should consider embracing a wider
audience than classical students, offering lifelong and skills-based training to
meet the diverse needs of learners at various stages of life, especially today seen
the rapid evolution of new methods, instruments and knowledge that are
transforming archaeological practice and interpretation. Furthermore, human
and social sciences, such as archaeology, can play a vital role in preserving and
promoting local culture while fostering a strong connection between academic
institutions and their communities.
   Blended methods and MOOCs can serve as effective tools in achieving these
goals, providing interactive and accessible learning experiences. By
continuously refining teaching strategies, incorporating feedback, and
embracing technological advancements, educators can ensure that higher
education remains dynamic, inclusive, and relevant in a rapidly changing
world.




motivation for universities to find new “clients” and fields of action, such as targeting
workers or senior citizens.

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References
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Atchoarena, D. (2021). Universities as Lifelong Learning Institutions: A New Frontier
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