University students and Distance Learning: resilience and perception of workload

Abstract

The spread of Covid-19 has brought with it many changes and has required education systems to respond to the various challenges posed by the extraordinary event (OECD, 2020). From the perspective of emer-gency pedagogy (Isidori & Vaccarelli, 2013), the largest online teaching experimentation in history, if on the one hand it has favored the continuation of teaching-learning processes, on the other hand it has moved them from traditional settings to virtual environments (Zimmerman, 2020). This contribution aims to investigate the perceptions of university students regarding the Distance Learning, through a monitoring questionnaire administered through social channels. Specifically, the intent is to analyze the relationship between resilience strategies and the ability to manage the workload required during the months of lock-down. Initially configured as a health emergency, the pandemic soon became a socio-economic-educa-tional emergency that required all the actors involved to rethink the times, tools, methodologies and spaces and to resist the unexpected event by focusing on some subjective dimensions that can influence the per-ception of the university experience (Marzano, 2012).