Distance Learning during the COVID-19 Pandemic: Resources, Obstacles, and Emotional Implications for Italian Students in Higher Education. Issue 8 (17th November 2022)

• Record Type: Journal Article
• Authors: Novara, Cinzia; Guazzini, Andrea; Cardinali, Paola; Arcidiacono, Caterina; Agueli, Barbara; De Piccoli, Norma; Di Napoli, Immacolata; Fedi, Angela; Guidi, Elisa; González Leone, Florencia; Marta, Elena; Marzana, Daniela; Meringolo, Patrizia; Migliorini, Laura; Procentese, Fortuna; Rollero, Chiara; Esposito, Ciro
• Is Part Of: World futures. Volume 78:Issue 8(2022)
• Page Start: 499
• Page End: 516
• Publication Date: 2022-11-17
• Subjects: Distance learning -- higher education -- online teaching -- perception and emotional response to COVID-19 -- resources and obstacles of e-learning; Philosophy -- Periodicals; Forecasting -- Periodicals; 303
• DOI: 10.1080/02604027.2022.2133529
• Languages: English
• ISSNs: 0260-4027

Abstract

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 platform (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.