Apprendimento a distanza durante la pandemia COVID-19: risorse, ostacoli ed emozioni nei diversi ambienti di apprendimento per gli studenti universitari italiani

Cinzia Novara, Andrea Guazzini, Caterina Arcidiacono, Barbara Agueli, Paola Cardinali, Norma De Piccoli, Immacolata Di Napoli, Elisa Guidi, Florencia Gonzales Leone, Elena Marta, Daniela Marzana, Patrizia Meringolo, Laura Migliorini, Fortuna Procentese, Ciro Esposito

Abstract


In relazione alla pandemia COVID-19, 807 studenti universitari italiani sono stati coinvolti in uno studio per comprendere come abbiano affrontato i cambiamenti legati ai nuovi ambienti di apprendimento on-line. Ai partecipanti è stato chiesto di descrivere i punti di forza e di debolezza dell’apprendimento on-line e la loro esperienza emotiva durante la pandemia. Le narrazioni sono state raccolte tramite piattaforma elettronica e classificate utilizzando il software ATLAS.ti 8.0. Sono emerse caratteristiche tecniche, pratiche, relazionali, organizzative e trasformative dell’apprendimento on-line, differenziate in base alla modalità di erogazione della didattica sincrona, asincrona e mista e in base all’esperienza emotiva.

 

Distance learning during the COVID-19 pandemic: Resources, obstacles, and emotional implications for Italian students in higher education

In relation to the COVID-19 pandemic, this study examined how 807 undergraduate Italian students coped with synchronous, asynchronous, and blended learning environments. Study participants were asked to describe the strengths and weaknesses of on-line learning. Learning experiences were collected via an electronic platform and then categorized by grounded theory analysis using ATLAS.ti 8.0 software. Technical, practical, relational, organizational, and transformative features of on-line learning emerged, differentiated in predominantly synchronous, asynchronous, and blended mode and on the base of emotional experience.


Keyword


emozioni e COVID, formazione, apprendimento on line

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