This document discusses a study on the use of learning contracts within an Italian university setting. The study observed 48 graduate students who used learning contracts over a 3 month period. Based on student surveys, the majority found learning contracts positively helped them reflect on and gain awareness of their own learning, and clarify learning objectives and results. However, some students found the process of completing the contracts complex and confusing. The document concludes that learning contracts can be an effective tool for students, but universities need to provide clearer guidance on how to properly develop and use them.

1. The use ofThe use of Learning ContractLearning Contract
within an Italian University settingwithin an Italian University setting
Monica Fedeli PhD University of Padua
Mario Giampaolo PhD student University of Padua

2. A brief comparison: the Italian University SystemA brief comparison: the Italian University System
www.polito.it

3. A brief comparison: U.S.A. University SystemA brief comparison: U.S.A. University System
http://www.fulbright.it/

4. Planning and management of educational servicesPlanning and management of educational services
• The Master course has a blended teaching
method.
• The Master course prepares experts in
promotion, organization, coordination and
evaluation of educational services.
• The Master aim to develop skills that
characterize the following job description:
manager of educational services, manager of
educational projects, both in public and private
sectors.

5. Human resources, evaluation andHuman resources, evaluation and
management of educational servicesmanagement of educational services
• An integrated module of three teaching in the Master
course.
• First teaching aims to study and practice assessment of
human resources in organizations,
• Second teaching aims to achieve a good level of
knowledge in adult learning models, training and
methodologies.
• Third teaching aims to deepen themes as evaluation
and quality in organizations that provide educational,
social and health services.
• The on-line workshop aims to develop skills of analysis
and evaluation of the position, design of educational
projects and it's evaluation.

6. Questions of researchQuestions of research
In what ways can LCs be integrated into the Italian
university system?
In what ways are LCs meaningful for students as tools
in the learning process planning?

7. The observed groupThe observed group
from 02/03/12 until 06/06/12from 02/03/12 until 06/06/12
• N° of student in the class: 48 (46 F, 2 M)
• N° of student who decide to use Learning
Contract: 37
• Age average: 35

8. The learning contract experience:
positive aspects
19%
31%
8%
14%
6%
11%
8%
3%
What do you think about Learning Contract ?
positive judgment by 33 students
novelty
reflexive strategies
monitoring strategies
organizational strategies
opportunity for personal growth
opportunity to become aware
opportunity for clarification
possibility of focusing

9. In which extent students perceive LC as
a tool to clarify learning results of the
course ?
14%
31%
40%
14%
Do you believe that Learning Contract is an appropriate tool
to clarify the learning results of this course ?
1= never
2= rarely
3= often
4= always

10. In which extent students perceive LC as
a tool to better explain learning results
of the course ?
14%
26%
46%
14%
Do you believe that Learning Contract is an appropriate tool to explain the results of this course ?
1= never
2= rarely
3= often
4= always

11. In which extent students perceive LC
as a tool to improve sense of control ?
6%
20%
51%
23%
Do you believes that Learning Contract is an appropriate tool
to develop a sense of control over the subjects of the course ?
1= never
2= rarely
3= often
4= always

12. In which extent students perceive LC
as a tool to improve sense of
awarness ?
3%
17%
49%
31%
Do you believes that Learning Contract is an appropriate tool
to develop a sense of awareness on the subjects studied?
1= never
2= rarely
3= often
4= always

13. The learning contract experience:
negative aspects
21%
18%
3% 33%
15%
9%
What do you think about Learning Contract ?
negative judgment by 33 students
misapplication
negative feelings
unknown practice
complexity
over-commitment
unnecessary practice

14. Presentation of LC to the classPresentation of LC to the class
50%
5%
32%
9%
5%
What do you think about the way to introduce Learning Contract to the class ?
positive judgment
clarity of tutor
usefulness of resouces
usefulness of video
motivation of the tutor
usefulness of the forum

15. Presentation of LC to the classPresentation of LC to the class
94%
6%
What do you think about the way to introduce Learning Contract to the class ?
negative judgment
misunderstanding
low number of resources

16. Which is students perception of theWhich is students perception of the
compiling phase ?compiling phase ? Positive aspectPositive aspect
36%
16% 4%
20%
8%
4%
4%
4%4%
What do you think about the process of completing Learning Contract ?
positive judgment
reflexive strategies
organization strategies
opportunity for clarification
availability of tutors
usefulness of video
possibility of control
possibility of focusing
Use of wiki
opportunity to become aware

17. Which is students perception of theWhich is students perception of the
filling phase ?filling phase ? Negative aspectNegative aspect
10%
20%
14
10%
5%
20%
What do you think about the process of completing Learning Contract ?
negative judgment
negative feelings
over-commitment
complexity
unnecessary practice
use of wiki
misapplication

18. Which is students perception of learning
contract as an appropriate tool to identify
learning objectives ?
3%
23%
57%
17%
Do you believes that Learning Contract is an appropriate tool
to develop a process to identify your learning objectives?
1= never
2= rarely
3= often
4= always

19. ConclusionsConclusions
This study shows that the majority of students perceive LC as a tool that
allows to reflect, to control and to have a sense of awareness on our
learning. It gives the possibility to clarify and explain own learning
results.
Dividing the LC process in two, the introduction process and the
compiling process, we have found that the most important problems
happen during the compiling process.
The most important negative judgments are about the complexity and the
misapplication of the tool especially during compiling, and the
misunderstanding of the task during the presentation of the
instrument.