A Project-Based Learning Experience Through a Double Interaction Between Virtuality and Reality

Collaborative learning is a crucial topic in the debate about higher education, and more recently, this issue has been addressed focusing on the opportunities connected to hybrid and blended learning. Although this issue has been addressed from several points of view, there are still few scholars who have analyzed it by comparing collaborative learning experiences conducted in presence with parallel online experiences. The contribution here proposed, starting from an experience conducted within a teaching course belonging to the Combined Bachelor and Master’s Degree Course in Primary Education of the University of Verona (Italy); it analyzes a Project Based Learning experience that, following the new needs emerged during the pandemic, has been conducted in two parallel paths (one for in-presence students and one for online students). At the end of the course, a survey was proposed to the students with the aim to investigate the effectiveness of this “double experience” in order to optimize the path for the future.