Enhancing active learning in remote collaboration: An experience in teaching functional materials

COVID-19 deeply changed traditional teaching, forcing the adoption of emergency remote teaching (ERT). ERT provided flexibility to teaching/learning activities (TLAs) yet affecting face-to-face communication and sociality. In this work, we present specific constructive alignment for an ERT/extended classroom course at Politecnico di Milano, as well as the tools involved. Two tutorials introduced the learners to the final essay, encouraged collaborative discussion, and promoted self-learning. The final essay, to be done individually or by joining a group, was part of the evaluation alongside a written exam. An evaluation rubric was shared when launching the topics of the essay, and setting the evaluation criteria. Results show how almost half of the essays were delivered by learners working alone, despite the attempts to promote collaborative interaction. Additionally, synchronous class attendance was only 55%, attributed to the availability of recordings and slides. Among the unattended results, the learners positively perceived TLAs and generated new collective knowledge, which was shared on the research group's Instagram profile.