Distance Learning during the COVID-19 Pandemic: Resources, Obstacles, and Emotional Implications for Italian Students in Higher Education

Cinzia Novara; Andrea Guazzini; Paola Cardinali; Caterina Arcidiacono; Barbara Agueli; Norma De Piccoli; Immacolata Di Napoli; Angela Fedi; Elisa Guidi; Florencia González Leone; Elena Marta; Daniela Marzana; Patrizia Meringolo; Laura Migliorini; Gian Luca Migliorini; Fortuna Procentese; Chiara Rollero; Ciro Esposito; Carlo Esposito

doi:10.1080/02604027.2022.2133529

Distance Learning during the COVID-19 Pandemic: Resources, Obstacles, and Emotional Implications for Italian Students in Higher Education

Cinzia Novara, Andrea Guazzini, Paola Cardinali, Caterina Arcidiacono, Barbara Agueli, Norma De Piccoli, Immacolata Di Napoli, Angela Fedi, Elisa Guidi, Florencia González Leone, Elena Marta, Daniela Marzana, Patrizia Meringolo, Laura Migliorini, Gian Luca Migliorini, Fortuna Procentese, Chiara Rollero, Ciro Esposito, Carlo Esposito

Risultato della ricerca: Contributo in rivista › Articolo in rivista

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.

Lingua originale	English
pagine (da-a)	499-516
Numero di pagine	18
Rivista	World Futures
Volume	78
DOI	https://doi.org/10.1080/02604027.2022.2133529
Stato di pubblicazione	Pubblicato - 2022

Keywords

Distance learning
higher education
online teaching
perception and emotional response to COVID-19
resources and obstacles of e-learning

Accesso al documento

10.1080/02604027.2022.2133529

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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, L., Migliorini, G. L., Procentese, F., Rollero, C., Esposito, C., & Esposito, C. (2022). Distance Learning during the COVID-19 Pandemic: Resources, Obstacles, and Emotional Implications for Italian Students in Higher Education. World Futures, 78, 499-516. https://doi.org/10.1080/02604027.2022.2133529

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title = "Distance Learning during the COVID-19 Pandemic: Resources, Obstacles, and Emotional Implications for Italian Students in Higher Education",

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.",

keywords = "Distance learning, higher education, online teaching, perception and emotional response to COVID-19, resources and obstacles of e-learning, Distance learning, higher education, online teaching, perception and emotional response to COVID-19, resources and obstacles of e-learning",

author = "Cinzia Novara and Andrea Guazzini and Paola Cardinali and Caterina Arcidiacono and Barbara Agueli and {De Piccoli}, Norma and {Di Napoli}, Immacolata and Angela Fedi and Elisa Guidi and {Gonz{\'a}lez Leone}, Florencia and Elena Marta and Daniela Marzana and Patrizia Meringolo and Laura Migliorini and Migliorini, {Gian Luca} and Fortuna Procentese and Chiara Rollero and Ciro Esposito and Carlo Esposito",

year = "2022",

doi = "10.1080/02604027.2022.2133529",

language = "English",

volume = "78",

pages = "499--516",

journal = "World Futures",

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publisher = "Gordon & Breach",

}

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, L, Migliorini, GL, Procentese, F, Rollero, C, Esposito, C & Esposito, C 2022, 'Distance Learning during the COVID-19 Pandemic: Resources, Obstacles, and Emotional Implications for Italian Students in Higher Education', World Futures, vol. 78, pagg. 499-516. https://doi.org/10.1080/02604027.2022.2133529

TY - JOUR

T1 - Distance Learning during the COVID-19 Pandemic: Resources, Obstacles, and Emotional Implications for Italian Students in Higher Education

AU - Novara, Cinzia

AU - Guazzini, Andrea

AU - Cardinali, Paola

AU - Arcidiacono, Caterina

AU - Agueli, Barbara

AU - De Piccoli, Norma

AU - Di Napoli, Immacolata

AU - Fedi, Angela

AU - Guidi, Elisa

AU - González Leone, Florencia

AU - Marta, Elena

AU - Marzana, Daniela

AU - Meringolo, Patrizia

AU - Migliorini, Laura

AU - Migliorini, Gian Luca

AU - Procentese, Fortuna

AU - Rollero, Chiara

AU - Esposito, Ciro

AU - Esposito, Carlo

PY - 2022

Y1 - 2022

N2 - 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.

AB - 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.

KW - Distance learning

KW - higher education

KW - online teaching

KW - perception and emotional response to COVID-19

KW - resources and obstacles of e-learning

KW - Distance learning

KW - higher education

KW - online teaching

KW - perception and emotional response to COVID-19

KW - resources and obstacles of e-learning

UR - http://hdl.handle.net/10807/235352

U2 - 10.1080/02604027.2022.2133529

DO - 10.1080/02604027.2022.2133529

M3 - Article

SN - 0260-4027

VL - 78

SP - 499

EP - 516

JO - World Futures

JF - World Futures

ER -

Distance Learning during the COVID-19 Pandemic: Resources, Obstacles, and Emotional Implications for Italian Students in Higher Education

Abstract

Keywords

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