Distance Learning Environment: Perspective of Italian Primary and Secondary Teachers during COVID-19 Pandemic

Autor/inn/en	Doz, Eleonora; Cuder, Alessandro; Caputi, Marcella; Pellizzoni, Sandra; Passolunghi, Maria Chiara
Titel	Distance Learning Environment: Perspective of Italian Primary and Secondary Teachers during COVID-19 Pandemic
Quelle	In: Learning Environments Research, 26 (2023) 2, S.555-571 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Doz, Eleonora)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1387-1579
DOI	10.1007/s10984-022-09451-9
Schlagwörter	Distance Education; Foreign Countries; Elementary School Teachers; Secondary School Teachers; COVID-19; Pandemics; Teacher Attitudes; School Closing; Educational Environment; Technology Uses in Education; Teacher Role; Italy + Suchen Sie Ihr Suchwort? Distance study; Distance learning; Fernunterricht; Ausland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; School closings; Schule; Schließung; Schließung (von Schulen); Lernumgebung; Pädagogische Umwelt; Schulumwelt; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Lehrerrolle; Italien
Abstract	School closures because of the COVID-19 emergency forced a rapid transition to distance learning worldwide. In this study, we investigated teachers' experiences with distance learning during the first Italian lockdown. A sample of 270 primary and secondary teachers answered a semi-structured questionnaire administered between April and May 2020. Didactic modalities, students' and teachers' difficulties with distance learning, and teachers' feelings during school closure were investigated through open-ended questions. Content analysis indicated that most teachers adopted both synchronous and asynchronous modalities, which resembled the traditional classroom learning environment. Moreover, technological weaknesses (lack of proper digital equipment and poor digital skills) and lack of interactions appeared to be the main threats to the quality of distance learning. The implementation of distance learning in primary schools emerged as more challenging than in secondary education. Furthermore, most teachers experienced negative feelings during online teaching. However, 13% of the sample reported a sense of resilience and opportunity. Particularly, older teachers reported more resilience compared with younger teachers, indicating the importance of experience in managing stressful teaching events. Overall, findings suggest that--in this novel educational environment--teachers' role has changed significantly, placing strong emphasis on the ability to encourage communication, discussion, and contact with students. Future work should focus on how information and communications technology could sustain meaningful interactions between students and teachers, especially in primary education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01