Asynchronous and synchronous e-learning tools and strategies were adopted in 2004 (interactive learning units, tests for self-assessment and online sessions for collaborative problem-solving), and later on, in 2007, we reorganized the course around collaborative real-life projects aiming for a constructivist teaching-learning model.

Overall, collaborative projects were positively rated by students, who appreciated experiencing a real-life “R&D” situation, and said that it enhances knowledge acquisition. Professors observed that this teaching method promotes stronger participation and a more proactive attitude. Furthermore, it was confirmed that well designed e-learning tools and activities are useful in supporting self-learning, a precondition for a creative approach to lab activities and projects. Synchronous online sessions for problem-solving were highly appreciated, because they allow software sharing and immersive remote communication. On the contrary, web-forums did not reach the expected results.

Our conclusion is that e-learning and experimental collaborative activities can be successfully combined to foster meaningful learning, although this is demanding in terms of effort and time. Collaborative projects and rich learning environments are two key features in constructivist instructional design and help students to develop a proactive attitude towards learning, as they have to deal with many kinds of resources instead of receiving a closed set of information, and this requires knowledge management skills. Furthermore, students need to put in place knowledge and skills to implement the project within a group. This implies the possibility to learn together with the others in a dynamic process, but also the need to explain, share and possibly defend particular ideas within the work-group.