The COVID-19 pandemic caused abrupt and profound changes to teaching and learning. The present study seeks to understand adolescents’ experiences of the emergency adoption of online school learning (OSL) during the first national lockdown in Italy. Sixty-four students in their final two years of high school were interviewed and content analysis was performed. The findings describe students’ views of the changes related to OSL according to structural, individual and relational dimensions. Schools’ lack of organization, overwhelming demands, as well as experience of difficulties in concentration, stress and inhibited relationships with teachers and classmates were among the challenges evidenced in the transition. OSL, however, has also made it possible to experience a new flexibility and autonomy in the organization of learning. The study stresses the importance of fostering adaptation of teacher-student relationships and collaborative learning in order to improve schools’ preparedness for digital transitions in and out of emergencies.
Tzankova, I., Compare, C., Marzana, D., Guarino, A., Di Napoli, I., Rochira, A., Calandri, E., Barbieri, I., Procentese, F., Gatti, F., Marta, E., Fedi, A., Aresi, G. U., Albanesi, C., Emergency online school learning during COVID-19 lockdown: A qualitative study of adolescents’ experiences in Italy, <<CURRENT PSYCHOLOGY>>, 2022; (January): 1-13. [doi:10.1007/s12144-021-02674-8] [http://hdl.handle.net/10807/195241]
Emergency online school learning during COVID-19 lockdown: A qualitative study of adolescents’ experiences in Italy
Marzana, Daniela;Marta, Elena;Aresi, Giovanni Umberto;
2022
Abstract
The COVID-19 pandemic caused abrupt and profound changes to teaching and learning. The present study seeks to understand adolescents’ experiences of the emergency adoption of online school learning (OSL) during the first national lockdown in Italy. Sixty-four students in their final two years of high school were interviewed and content analysis was performed. The findings describe students’ views of the changes related to OSL according to structural, individual and relational dimensions. Schools’ lack of organization, overwhelming demands, as well as experience of difficulties in concentration, stress and inhibited relationships with teachers and classmates were among the challenges evidenced in the transition. OSL, however, has also made it possible to experience a new flexibility and autonomy in the organization of learning. The study stresses the importance of fostering adaptation of teacher-student relationships and collaborative learning in order to improve schools’ preparedness for digital transitions in and out of emergencies.
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