Contenuto dell'articolo principale
Abstract
INTRODUZIONE: L’attuale emergenza sanitaria ha costretto le università a riorganizzare la modalità formativa passando dalla tradizionale lezione in aula alla didattica a distanza (DAD).
OBIETTIVO: Indagare il percepito di docenti e studenti circa l’esperienza della DAD presso il Corso di Laurea in Infermieristica di Torino durante il periodo di pandemia COVID-19.
METODI: Studio trasversale. Tutti i docenti che hanno erogato le loro lezioni in modalità DAD nell’anno accademico 2019/2020 e tutti gli studenti che hanno seguito le lezioni in questa modalità sono stati invitati a compilare un questionario online. Il questionario riservato ai docenti era teso ad esplorare le difficoltà riscontrate e il beneficio percepito, mentre il questionario rivolto agli studenti aveva l’obiettivo principale di esplorare la loro esperienza di apprendimento online.
RISULTATI: Hanno risposto al questionario 94/167 (56.3%) docenti e 402/1246 (32.3%) studenti. I docenti riportano difficoltà tecniche e carenza di contatto umano, ma al contempo percepiscono la DAD come un utile supporto alla didattica frontale. Gli studenti riferiscono difficoltà di natura tecnica e lamentano una scarsa competenza informatica dei docenti che ha influenzato negativamente la qualità dei materiali forniti e l’interazione tra pari. Quasi l’80% (n=316) ritiene che la DAD sia meno formativa rispetto ai corsi tradizionali. Al contempo però, gli studenti hanno gradito la possibilità di poter rivedere le video-lezioni e limitare gli spostamenti migliorando la gestione del proprio tempo.
DISCUSSIONE E CONCLUSIONI: Nel contesto italiano, la DAD è una realtà giovane dove c’è ancora poca esperienza e con ampi spazi di miglioramento. Tuttavia, nonostante le difficoltà riscontrate, il parere generale, soprattutto da parte dei docenti, è positivo e non si esclude la possibilità di adottarla in futuro come didattica complementare a quella tradizionale.
Dettagli dell'articolo
Riferimenti
- Barclay, C., Donalds, C., & Osei-Bryson, K., (2018). Investigating critical success factors in online learning
- environments in higher education systems in the Caribbean. Information Technology for Development, 24(3), 582-611. doi: 10.1080/02681102.2018.1476831
- Bhagat, K. K., Wu, L. Y. & Chang, C. Y. (2016). Development and validation of the perception of students towards online learning (POSTOL).
- Educational Technology & Society, 19(1), 350-359.
- Biasci, V., 2017. Didattica digitale e relazione educativa virtuale. Una indagine empirica sull’efficacia dei sistemi audio-video nella didattica
- on-line per la scuola secondaria di secondo grado e l’università [Digital learning and virtual educational relationship. An empirical study on the effectiveness of audio-video systems in the on-line teaching for high school and university]. Formazione & Insegnamento, 15(1), 69-79. doi: 107346/-fei-XV-01-17_06
- Biasi, V., Ciraci, A. M., & Marella, D. (2020). Innovazioni per la qualificazione degli ambienti virtuali di apprendimento e della didattica online nella formazione terziaria: una indagine esplorativa [Innovations for the qualification of virtual learning environments and online didactic in tertiary education: An exploratory survey]. Journal of Educational, Cultural and Psychological Studies, 20, 211-231. doi: 10.7358/ecps- 2020-021-bias
- Biasi, V., D’Aloise, D., & Longo, S. (2013). Componenti psicologiche del ruolo del tutor scientifico nell’apprendimento on-line [Psychological components of the scientific tutor’s role in distance learning]. Journal of Educational Cultural and Psychological Studies, 7, 143- 159. doi: 10.7358/ecps-2013-007-bias
- Bruschi B, Perissinotto A. Come creare corsi on line. Roma: Carocci; 2003
- Commissione delle Comunità Europee (2001). Piano d’azione eLearning - Pensare all'istruzione di domani. Bruxelles, 28 Marzo 2001. Disponibile su https://ec.europa.eu/transparency/regdoc/rep/1/2001/I T/1-2001-172-IT-F1-1.Pdf. Ultimo accesso 13 Gennaio 2021
- Dobbs, R. R., Waid, C. A., del Carmen, A. (2009). Students’ perceptions of online courses: The effect of online course experience. Quarterly Review of Distance Education, 10(1), 9-26.
- Doherty, D., Dromey, M., Lougheed, J., Hannigan, A., Last, J., McGrath, D. (2018). Barriers and solutions to online learning in medical education - an integrative review. BMC Medical Educucation, 18(1), 130. doi: 10.1186/s12909-018-1240-0.
- Fedynich, L., Bradley, K. S., & Bradley, J. (2015). Graduate student’s perceptions of online learning. Research in Higher Education Journal, 17, 1-13.
- Ganayem, A. N. & Wafa, S. Z. (2018). 21st Century skills: Student perception of online instructor role. Interdisciplinary Journal of e-Skills and Lifelong Learning, 14, 117-141.
- Graneheim, U. H. & Lundman, B. (2004). Qualitative content analysis in nursing research: concepts, procedures and measures to achieve trustworthiness. Nurse Education Today, 24(2),105-112. doi: 10.1016/j.nedt.2003.10.001.
- Irinoye, O., Ayamolowo, S., & Kazeem Tijnai, O. (2016). Part-time undergraduate nursing students’ perception and attitude to ICT supports for distance education in nursing in Nigeria. Malaysian Online Journal of Educational Technology, 4(2), 8-21.
- Koh, J. H. L. (2017). Designing and integrating reusable learning objects for meaningful learning: Cases from a
- graduate programme. Australasian Journal of Educational Technology, 33(5). doi: 10.14742/ajet.3072 Louwrens, N. & Hartnett, M. (2015). Student and teacher perceptions of online student engagement in an online middle school. Journal of Open, Flexible, and Distance
- Learning, 19(1).
- Mather, M. & Sarkans, A. (2018). Student perceptions of online and face-to-face learning. International Journal of Curriculum and Instruction, 10(2), 61-76.
- Mc.Arthur, B. D., & Ramaprasad, U. (2018). USA and Asia hospitality & tourism students’ perceptions and satisfaction with online learning versus traditional faceto- face instruction. e-Journal of Business Education and Scholarship of Teaching, 12(2), 40-54.
- Onojah, A., Olumorin, C., Adegbija, M., & Babalola, T. (2019). Perception of undergraduate students on the utilisation of flipped classroom for learning in South- West Nigeria. Malaysian Journal of Distance Education, 21(1), 95-112.
- Polit, D. F. & Beck C. T. (2014). Essentials of nursing research: appraising evidence for nursing practice. Philadelphia: Wolters Kluwer/Lippincott/Williams & Wilkins Health.
- Seirup, H. J., Tirotta, R., & Blue, E. (2016). Online education: Panacea or plateau. Journal for Leadership
- and Instruction, 15(1), 5-8. Sivo, S. A., Ku, C.-H., & Acharya, P. (2018). Understanding how university student perceptions of resources affect technology acceptance in online learning courses. Australasian Journal of Educational Technology, 34(4). doi: 10.14742/ajet.2806
- Swartzwelder, K., Murphy, J., & Murphy, G., (2019). The impact of text-based and video discussions on student
- engagement and interactivity in an online course. The Journal of Educators Online, 16(1).
Riferimenti
Barclay, C., Donalds, C., & Osei-Bryson, K., (2018). Investigating critical success factors in online learning
environments in higher education systems in the Caribbean. Information Technology for Development, 24(3), 582-611. doi: 10.1080/02681102.2018.1476831
Bhagat, K. K., Wu, L. Y. & Chang, C. Y. (2016). Development and validation of the perception of students towards online learning (POSTOL).
Educational Technology & Society, 19(1), 350-359.
Biasci, V., 2017. Didattica digitale e relazione educativa virtuale. Una indagine empirica sull’efficacia dei sistemi audio-video nella didattica
on-line per la scuola secondaria di secondo grado e l’università [Digital learning and virtual educational relationship. An empirical study on the effectiveness of audio-video systems in the on-line teaching for high school and university]. Formazione & Insegnamento, 15(1), 69-79. doi: 107346/-fei-XV-01-17_06
Biasi, V., Ciraci, A. M., & Marella, D. (2020). Innovazioni per la qualificazione degli ambienti virtuali di apprendimento e della didattica online nella formazione terziaria: una indagine esplorativa [Innovations for the qualification of virtual learning environments and online didactic in tertiary education: An exploratory survey]. Journal of Educational, Cultural and Psychological Studies, 20, 211-231. doi: 10.7358/ecps- 2020-021-bias
Biasi, V., D’Aloise, D., & Longo, S. (2013). Componenti psicologiche del ruolo del tutor scientifico nell’apprendimento on-line [Psychological components of the scientific tutor’s role in distance learning]. Journal of Educational Cultural and Psychological Studies, 7, 143- 159. doi: 10.7358/ecps-2013-007-bias
Bruschi B, Perissinotto A. Come creare corsi on line. Roma: Carocci; 2003
Commissione delle Comunità Europee (2001). Piano d’azione eLearning - Pensare all'istruzione di domani. Bruxelles, 28 Marzo 2001. Disponibile su https://ec.europa.eu/transparency/regdoc/rep/1/2001/I T/1-2001-172-IT-F1-1.Pdf. Ultimo accesso 13 Gennaio 2021
Dobbs, R. R., Waid, C. A., del Carmen, A. (2009). Students’ perceptions of online courses: The effect of online course experience. Quarterly Review of Distance Education, 10(1), 9-26.
Doherty, D., Dromey, M., Lougheed, J., Hannigan, A., Last, J., McGrath, D. (2018). Barriers and solutions to online learning in medical education - an integrative review. BMC Medical Educucation, 18(1), 130. doi: 10.1186/s12909-018-1240-0.
Fedynich, L., Bradley, K. S., & Bradley, J. (2015). Graduate student’s perceptions of online learning. Research in Higher Education Journal, 17, 1-13.
Ganayem, A. N. & Wafa, S. Z. (2018). 21st Century skills: Student perception of online instructor role. Interdisciplinary Journal of e-Skills and Lifelong Learning, 14, 117-141.
Graneheim, U. H. & Lundman, B. (2004). Qualitative content analysis in nursing research: concepts, procedures and measures to achieve trustworthiness. Nurse Education Today, 24(2),105-112. doi: 10.1016/j.nedt.2003.10.001.
Irinoye, O., Ayamolowo, S., & Kazeem Tijnai, O. (2016). Part-time undergraduate nursing students’ perception and attitude to ICT supports for distance education in nursing in Nigeria. Malaysian Online Journal of Educational Technology, 4(2), 8-21.
Koh, J. H. L. (2017). Designing and integrating reusable learning objects for meaningful learning: Cases from a
graduate programme. Australasian Journal of Educational Technology, 33(5). doi: 10.14742/ajet.3072 Louwrens, N. & Hartnett, M. (2015). Student and teacher perceptions of online student engagement in an online middle school. Journal of Open, Flexible, and Distance
Learning, 19(1).
Mather, M. & Sarkans, A. (2018). Student perceptions of online and face-to-face learning. International Journal of Curriculum and Instruction, 10(2), 61-76.
Mc.Arthur, B. D., & Ramaprasad, U. (2018). USA and Asia hospitality & tourism students’ perceptions and satisfaction with online learning versus traditional faceto- face instruction. e-Journal of Business Education and Scholarship of Teaching, 12(2), 40-54.
Onojah, A., Olumorin, C., Adegbija, M., & Babalola, T. (2019). Perception of undergraduate students on the utilisation of flipped classroom for learning in South- West Nigeria. Malaysian Journal of Distance Education, 21(1), 95-112.
Polit, D. F. & Beck C. T. (2014). Essentials of nursing research: appraising evidence for nursing practice. Philadelphia: Wolters Kluwer/Lippincott/Williams & Wilkins Health.
Seirup, H. J., Tirotta, R., & Blue, E. (2016). Online education: Panacea or plateau. Journal for Leadership
and Instruction, 15(1), 5-8. Sivo, S. A., Ku, C.-H., & Acharya, P. (2018). Understanding how university student perceptions of resources affect technology acceptance in online learning courses. Australasian Journal of Educational Technology, 34(4). doi: 10.14742/ajet.2806
Swartzwelder, K., Murphy, J., & Murphy, G., (2019). The impact of text-based and video discussions on student
engagement and interactivity in an online course. The Journal of Educators Online, 16(1).