Abstract
In the knowledge and communication age, the contribution of technology, especially web 2.0, has transformed the concept of distance learning into that of e-learning and online learning. These are based on the use of CSCL (Computer Supported Collaborative Learning) and characterised by a pedagogical approach focussed on the learner, cooperative building of knowledge, and increasing the diversity of its learner base. Online learning represents a considerable opportunity for universities to promote larger and more democratic access to intellectual resources, reducing the social gap that is often related to on-site learning. However, using e-learning educational methods require careful consideration of different aspects and problems. This paper starts with a description of the most widely used open source e-learning platforms in Italian Universities. Furthermore, it proposes an analysis of the pedagogical and didactic potential of the tools offered by the Moodle platform and a reflection about the need to use guidelines to evaluate accessibility, also with reference to the Universal Instructional Design principles. In the final part, a study about the concrete use of specific Moodle activities in some courses at the University of Bolzano (empirical research and verification on field) is presented with the purpose of identifying methodological indications that could help to implement the educational and inclusive value of the online contexts.