Formati pedagogici nelle posture di apprendimento degli studenti universitari. Alcune questioni emerse in situazioni di didattica da remoto

With the term Format pédagogique, the Francophone literature (Veyrunes, 2015; Thepaut, 2019) refers to an organizational device of the teacher’s action, incorporated in practice and pervasive in professional culture. Formats emerge, un-designed and semi-conscious, in the course of action, seen as effective and useful apriori, validated by collective and recurrent use (Pentucci, 2018). This paper highlights how some Formats pédagogiques are also embodied (Caruana - Borghi, 2013) in the practices of university students, developed through peer modelling, as a result of beliefs about teachers’ expectations, or by alignment with proposed teaching methods. Such postures, linked to receptive learning, considered effective because of the modes of repetition and replay, emerge from responses to a questionnaire on the effects and satisfaction of a digital learning ecosystem (Jeladze et al., 2017; Rossi -Pentucci, 2021), implemented during the periods of distance and blended learning, due to the Covid-19. Making visible these formats and activating feedback procedures, not only on the product but also on the processes and self-regulation of learning (Winstone - Carless, 2019), can be one of the positive tracks beyond emergency didactics.