Distance learning and teaching as a consequence of the Covid-19 pandemic: A survey of teachers and students of an Italian high school taking into account technological issues, attitudes and beliefs toward distance learning, metacognitive skills

Cadamuro, Alessia; Bisagno, Elisa; Rubichi, Sandro; Rossi, Laura; Cottafavi, D.; Crapolicchio, Eleonora; Vezzali, Loris

doi:10.20368/1971-8829/1135463

Cited by 7 publications

(9 citation statements)

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“…Instead, especially among middle school students, males missed sport and hobbies but were helped by video games and TV. Other studies found that females experienced more negative emotions during the distance learning experience ( Cadamuro et al, 2021 ). Despite many researches showing important results about gender differences, our statistical analysis did not notice them.…”

Section: Resultsmentioning

confidence: 90%

“…During distance learning, students felt the need to participate in more interactive activities, inviting teachers to make every effort to transform the online “traditional” frontal teaching into more practical activities ( Cadamuro et al, 2021 ). By meeting the teachers online every day, the students were able to maintain only very partially those informal relational aspects (physical contact and informal gestures) that characterize the pupils-teachers relationship and which are so decisive for the school experience.…”

Section: Covid-19 At Schoolmentioning

confidence: 99%

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Back to School after Corona Virus Disease of 2019: New Relationships, Distance Schooling, and Experienced Routine

Pediconi,

Brunori,

Romani

2023

Continuity in Education

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The Corona Virus Disease of 2019 (COVID-19) pandemic has upset the students’ daily routine, forcing them at first into a sudden transition to distance learning and then to a return to school modelled on the basis of infection containment measures. The present research involved 157 students from schools in central Italy with a mean age of 13.58 years old to investigate the affective impact of the pandemic on the school experience and its components (recess, oral testing, relationships with classmates, and relationship pupils-teachers). The results show that only a few have experienced school interruption in a traumatic way: they have appreciated neither distance learning, nor the return to school; for these teenagers, the school of the past has died. Other adolescents and pre-adolescents tried to replace the face-to-face mode with distance learning, maintaining certain attention to the school even during the quarantine. However, the online mode did not keep its promise. Those who have invested more in digital innovation find it difficult to return to normality today. For all of them, socialization mediated by school experience is decisive in supporting the return to ordinary life after the pandemic.

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Section: Resultsmentioning

confidence: 90%

Section: Covid-19 At Schoolmentioning

confidence: 99%

Back to School after Corona Virus Disease of 2019: New Relationships, Distance Schooling, and Experienced Routine

Pediconi,

Brunori,

Romani

2023

Continuity in Education

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“…Higher self-efficacy is associated with lower anxiety levels (Cadamuro et al, 2021). Therefore, it is necessary to participate in training activities to make teachers feel confident when teaching through programming.…”

Section: Teacher's Attitudes Towards the Interdisciplinary Programmin...mentioning

confidence: 99%

K‐12 teachers' programming attitudes among different disciplines: Analysis of influential factors

Sun,

Zhou

2023

Computer Assisted Learning

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BackgroundIntegrating programming in K‐12 curriculum has become a global consensus. Teachers are central figures in programming instruction. But the majority of current research focuses on teachers' external teaching behaviours and less on teachers' attitudes towards programming.ObjectivesThe purpose of this study is to validate the K‐12 in‐service Teacher Programming Attitudes Scale (TPAS), to analyse teachers' programming attitudes and their differences in personal, teaching, and environmental factors, and further explore the predictive relationship.MethodsThe sample is 888 K‐12 teachers from China. First, exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were adopted to validate the availability and reliability of TPAS; Second, independent sample t‐test and one‐way Analysis of Variance (ANOVA) were adopted to explain the differences. Finally, correlation analysis and linear regression analysis were adopted to verify the correlation and prediction relationship.Results and ConclusionTPAS possess good reliability and validity (χ2/df = 2.488, RMSEA = 0.055, CFI = 0.943, TLI = 0.935, and IFI = 0.943). Further analysis found that, first of all, male teachers possess more positive programming attitudes than female teachers; second, young teachers who are under 30 and the length of teaching under 5 years possess more positive programming attitudes; thirdly, in addition to Information and Communication Technology teachers, primary science teachers also possess high programming attitudes, followed by teachers of Humanities and Arts, reflecting the potential of teaching programming in integrated subjects and the humanities. Finally, primary school teachers possess the best programming attitudes. With the growth of grade, teachers' enthusiasm for programming has gradually decreased. Additionally, discipline, grade and gender factors were considered to predict K‐12 teachers' programming attitudes.ImplicationsThe results of this study contribute to integrating programming teaching of teachers and promoting programming education in K‐12 classrooms.

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“…All these symptoms can be exacerbated when speaking about online anxiety as a more fundamental or basic form of anxiety (Clair, 2015). Cadamuro et al (2021) have found that in the context of distance learning, females are more susceptible and have a higher level of anxiety during the process of distance learning. They stated that interactive activities reduce the level of anxiety compared to traditional lessons.…”

Section: Liter Ature Re Vie Wmentioning

confidence: 99%

Retracted: Virtual learning anxiety: A case study of Pedagogical University (Ukraine)

Гончарова

Маслова

Kirsanova

et al. 2022

Review of Education

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This paper deals with the after‐effects of the COVID‐19 pandemic in the educational sphere. The authors aim to report the results of an observational study that was focused on the perceptions of virtual learning in students and teachers of Bogdan Khmelnytsky Melitopol State Pedagogical University during the first (March 2020) and the second (December 2020) lockdowns in Ukraine. The following objectives are set: to analyse scientific literature on virtual learning anxiety; to explore the participants' emotional state when studying/working online; to find out a list of digital tools, virtual platforms and messengers preferred by students and teachers; and to identify the most common challenges and benefits of virtual learning/teaching. In the study, anxiety in virtual learning is defined as a psychological state of a person caused by unawareness of modern digital technologies, lack of properly developed ICT skills, and misuse of virtual learning tools which result in distress, dissatisfaction and uncertainty. The authors come to the conclusion that technological and psychological training of both students and teachers should go in line and function as a holistic system in order to reduce virtual learning anxiety. Potential solutions to overcome the challenges and create an effective virtual learning community are given.

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Distance learning and teaching as a consequence of the Covid-19 pandemic: A survey of teachers and students of an Italian high school taking into account technological issues, attitudes and beliefs toward distance learning, metacognitive skills

Cited by 7 publications

References 0 publications

Back to School after Corona Virus Disease of 2019: New Relationships, Distance Schooling, and Experienced Routine

Back to School after Corona Virus Disease of 2019: New Relationships, Distance Schooling, and Experienced Routine

K‐12 teachers' programming attitudes among different disciplines: Analysis of influential factors

Retracted: Virtual learning anxiety: A case study of Pedagogical University (Ukraine)

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