Distance learning and teaching strategies: Experiences and perceptions of Emilia-Romagna teachers

Authors

  • Chiara Dalledonne Vandini
  • Lucia Scipione

DOI:

https://doi.org/10.7346/sird-022021-p89

Keywords:

distance learning, qualitative analysis, teaching strategies, SIRD national research, health emergency covid-19

Abstract

Starting from the data of the national research conducted by SIRD (Batini et al., 2020; Lucisano, 2020) in this paper we will present the results that emerged from the regional sample of Emilia-Romagna regarding the qualitative part of the questionnaire. In particular, besides presenting the categories and subcategories with higher and lower frequency, the paper will try to highlight those aspects that refer to the teaching strategies adopted by teachers during distance learning. The interest in this issue stems from the fact that the first analyses of data (Ciani & Ricci, 2021; Lucisano, De Luca & Zanazzi, 2021) highlight that teachers have mainly adopted transmissive (rather than participatory) teaching strategies and that this aspect may have affected not only student participation and involvement but also the effectiveness of teaching. We believe that by crossreferencing the different re-sponses of the teachers, it is possible to enrich what has already emerged from the research and add educational reflections to the complex educational process that has charac-terized the months of distance learning.

References

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Published

2021-12-22

How to Cite

Dalledonne Vandini, C., & Scipione, . L. (2021). Distance learning and teaching strategies: Experiences and perceptions of Emilia-Romagna teachers. ITALIAN JOURNAL OF EDUCATIONAL RESEARCH, (27), 089–101. https://doi.org/10.7346/sird-022021-p89

Issue

No. 27

Section

Papers

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Copyright (c) 2021 Chiara Dalledonne Vandini, Lucia Scipione

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