Emergency online school learning during COVID-19 lockdown: A qualitative study of adolescents' experiences in Italy

被引：24

作者：

Tzankova, Iana ^{[1
]}

Compare, Christian ^{[1
]}

Marzana, Daniela ^{[2
,3
]}

Guarino, Antonella ^{[1
]}

Di Napoli, Immacolata ^{[4
]}

Rochira, Alessia ^{[5
]}

Calandri, Emanuela

Barbieri, Irene ^{[1
]}

Procentese, Fortuna ^{[4
]}

Gatti, Flora ^{[4
]}

Marta, Elena ^{[2
,3
]}

Fedi, Angela ^{[6
]}

Aresi, Giovanni ^{[2
,3
]}

Albanesi, Cinzia ^{[1
]}

机构：

[1] Univ Bologna, Dept Psychol, Piazza Aldo Moro 90, I-47521 Cesena, Italy

[2] Univ Cattolica Sacro Cuore, Psychol Dept, Largo Gemelli 1, I-20123 Milan, Italy

[3] CERISVICO Res Ctr Community Dev & Org Qual Life, Via Garzetta 50, I-25133 Brescia, Italy

[4] Univ Naples Federico II, Dept Humanities, Via Porta Massa 1, I-80133 Naples, Italy

[5] Univ Salento, Dept Hist Soc & Human Studies, Lab Appl Psychol, Via Valesio, I-73100 Lecce, Italy

[6] Univ Torino, Dept Psychol, Via Verdi,10, I-10124 Turin, Italy

来源：

CURRENT PSYCHOLOGY | 2023年 / 42卷 / 15期

关键词：

online learning; distance education; emergency schooling; adolescents; pandemic; COVID-19;

D O I：

10.1007/s12144-021-02674-8

中图分类号：

B84 [心理学];

学科分类号：

04 ; 0402 ;

摘要：

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.

引用

页码：12743 / 12755

页数：13

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