Tzankova Iana, Compare Christian, Marzana Daniela, Guarino Antonella, Di Napoli Immacolata, Rochira Alessia, Calandri Emanuela, Barbieri Irene, Procentese Fortuna, Gatti Flora, Marta Elena, Fedi Angela, Aresi Giovanni, Albanesi Cinzia
Department of Psychology, University of Bologna, Piazza Aldo Moro 90, 47521 Cesena, Italy.
Psychology Department, Università Cattolica del Sacro Cuore, Largo Gemelli 1, 20123 Milan, Italy.
Curr Psychol. 2022 Jan 7:1-13. doi: 10.1007/s12144-021-02674-8.
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.
新冠疫情给教学带来了突然而深刻的变化。本研究旨在了解意大利首次全国封锁期间青少年紧急采用在线学校学习（OSL）的经历。研究人员对64名处于高中最后两年的学生进行了访谈，并进行了内容分析。研究结果从结构、个人和关系维度描述了学生对与在线学校学习相关变化的看法。学校缺乏组织、要求过高，以及学生在注意力集中、压力和与教师及同学关系受抑制方面遇到的困难，都是这一转变中所体现出的挑战。然而，在线学校学习也使学生在学习组织方面体验到了新的灵活性和自主性。该研究强调了促进师生关系适应和合作学习的重要性，以便提高学校应对紧急情况内外数字转型的准备程度。
