The study examined how 807 undergraduate Italian students coped with synchronous, asynchronous, and blended learning environments during the COVID-19 pandemic. Strengths and weaknesses of online learning were collected via an electronic plat-form (SurveyMonkey) and then categorized by grounded theory analysis using ATLAS.ti 8.0 software. The results showed technical, practical, relational, organizational, and transformative features of online learning emerged, differentiated in synchronous, asynchronous, and blended modes. Emotional aspects also affected the evaluation of distance learning because depression and fear were more frequent among the students who found distance learning to be an obstacle rather than a resource or felt ambivalent about it.
Novara, C., Guazzini, A., Cardinali, P., Arcidiacono, C., Agueli, B., De Piccoli, N., Di Napoli, I., Fedi, A., Guidi, E., González Leone, F., Marta, E., Marzana, D., Meringolo, P., Migliorini, G. L., Procentese, F., Rollero, C., Esposito, C., Distance Learning during the COVID-19 Pandemic: Resources, Obstacles, and Emotional Implications for Italian Students in Higher Education, <<WORLD FUTURES>>, 2022; 78 (8): 499-516. [doi:10.1080/02604027.2022.2133529] [https://hdl.handle.net/10807/235352]
Distance Learning during the COVID-19 Pandemic: Resources, Obstacles, and Emotional Implications for Italian Students in Higher Education
Marta, Elena;Marzana, Daniela;Migliorini, Gian Luca;Esposito, Carlo
2022
Abstract
The study examined how 807 undergraduate Italian students coped with synchronous, asynchronous, and blended learning environments during the COVID-19 pandemic. Strengths and weaknesses of online learning were collected via an electronic plat-form (SurveyMonkey) and then categorized by grounded theory analysis using ATLAS.ti 8.0 software. The results showed technical, practical, relational, organizational, and transformative features of online learning emerged, differentiated in synchronous, asynchronous, and blended modes. Emotional aspects also affected the evaluation of distance learning because depression and fear were more frequent among the students who found distance learning to be an obstacle rather than a resource or felt ambivalent about it.
I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
