The effects of the Covid-19 pandemic seen through the lens of the Italian university teachers and the comparison with school teachers’ perspective

Abstract

In this paper, we report one of the first investigations conducted at the National level with university teachers, with the aim to capture their perceptions about the capability of the learning ecosystems to react to the lockdown imposed by the pandemic and the recourse to on-line learning. The study, conducted about two months after the beginning of the lock-down, shows that: a) learning ecosystems reacted promptly and in a satisfactory manner to assure the didactic continuity at both the systemic and individual level; b) the teaching activities were mainly confined to transmissive ex-cathedra lectures in the attempt to reproduce standard university dynamics; c) the working load increased with respect to face-to-face activities; d) the intention to use on-line learning in the future is driven by preconceptions rather than experiences and by the capability to manage one’s own time. The comparison with the outcomes of a similar study conducted with school teachers shows that the latter adopt a broader spectrum of didactic activities (although they still tend to remain in their comfort zone), experienced a heavier increase of the working load, and were more influenced by the situation they experienced. Although both teachers categories recognized the relevance of digital pedagogy, in the case of school teachers - as shown by the causal structure of the variables considered in our studies - it should be urgently included in teacher education curricula, while in the case of the university teachers it appears to be a possible route to support integration of on-line activities with standard face-to-face ones.

Web-based videoconferencing for teaching online: Continuance intention to use in the post-COVID-19 period

“…Videoconferencing technologies uses synchronous audio and video to connect, in real-time, physically separated users. In an effort to replicate face-to-face classes, educators have used these tools for broadcasting live lectures and for communicating and collaborating synchronously in seminars and tutorial sessions [5]. According to a survey on the immediate priorities and responses of U.S. higher institutions to the global COVID-19 pandemic [6], synchronous video was one of the main practices used by faculty when classes moved online (along with other methods such as asynchronous recorded video or material distribution through the various institutional Learning Management Systems).…”

Instructional Design in a Time of Crisis: Experiences of Instructional Designers and Faculty as ‘First Responders’

“…While this study indicates this transformation, this may notably not be generalized or applied exclusively in other contexts. Other studies appear to signal mixed conclusions; a preference to return to their pre-COVID schooling ways (Hill & Jochim, 2020), and graduation rates increasing due to multiple factors including a temporary relaxation of standards (Harris & Chen, 2022). This study is grounded in the philosophy of Husserl (1931−1973) where experience is regarded as the fundamental source of knowledge.…”

“…Due to these consequences, many institutions of learning from k-12 to universities have responded in relatively similar ways to adopt new learning practices and policies to overcome COVID-19 consequences and maintain academic calendars. For example; in India (Jena, 2020), in Mexico (de los Angeles Fernandez-Altuna et al, 2020), in Indonesia, 2021 (Azhari & Fajri, 2021), in Italy (Giovannella & Marcello, 2020) and in England (Kidd & Murray, 2020) have all adopted virtual classrooms using necessary online tools to experience rich learning experiences. During the early months of 2020, faculty had to transition their courses online under COVID-19 circumstances that online course development doesn't face.…”

The acceptance of distance education by Italian university teachers during the Covid-19 lockdown

“…El Firdoussi et al, 2020;Lassoued et al, 2020). However, in a study conducted by Giovannella and Passarelli (2020), with university teachers it was found that their intention to continue teaching on-line in the future was driven by preconceptions rather than experiences and by the capability to manage one's own time. We did not investigate preconceptions, but it would be interesting to see if these are affected by previous experiences with DE and by teaching method flexibility.…”