Criteria for distance learning at the time of Coronavirus

Abstract

The Coronavirus pandemic, forcing all schools and universities to exclusively activate distance learning (DL), has triggered an unprecedented innovative process. E-learning had remained a niche resource for a few innovators, experts and enthusiasts; but, with the forced DL due to Covid-19, teachers of all levels had to engage in a new form of teaching and in a new didactic paradigm. In this scenario, some criteria can be usefully identified – transmediality, interactivity, active learning and enhancement of experience – capable of guiding the didactic action and directing teachers towards a larger and more effective online teaching. These criteria, tested in an exceptional health situation, can be useful even beyond the emergency phase in view of a radical didactic renewal, even in classes taken live.

Sorry, I Can't Open My Camera! Social Anxiety Levels of Prospective Teachers In E-Learning Environments During Covid-19 Pandemic

“…Therefore, eteaching and learning activities started being carried out online. As a result, the COVID-19 epidemic has had a significant impact, especially on the learning process, and online education has become the only way to carry out educational activities (Gottardo & De Martino, 2020;Falcinelli & Moscetti, 2021;Setianingsih et al, 2019). The distance education system has both advantages and disadvantages (Pürsün et al, 2021;Süğümlü, 2021).…”

E-Learning Success Model in the Context of COVID-19 Pandemic in Higher Educational Institutions

“…According to [ 28 ], these factors assimilated to challenges are course, characteristics of students or teachers, context (societal, cultural, and organizational), and technology. For other researchers, these factors were, namely, infrastructure, support of the system, e-learning readiness (ELR), learning culture, design system, resistance to change (RTC), and interactivity (INTRVAY) [ 21 , 29 , 30 , 31 , 32 ]. However, the problem with this research is related to the large number of variables that had a potential impact on ELE.…”

“…According to [ 29 ], interactivity (INTRVAY) is defined as “open operational interventions planning, problematized, that pushes the learner to find solutions based on what the previous knowledge suggests”. In traditional learning, INTRVAY is a fundamental tool to acquire knowledge [ 67 ], the heart of learning systems [ 68 , 69 ], and a natural attribute of face-to-face conversation [ 70 ].…”

How is Distance Learning Modality Shaping a New Paradigm in Design Education? Lessons Learned from the Pandemic Experience

“…Although setbacks and modality change due to pandemic are temporary, it is still vital for academia to adopt new modalities and new pedagogies that have emerged from this undesired experience. In the learning action, as argued by Gottardoa et al (2020), not only the teachers implement their research improving their knowledge, but also the learners make their own research: this is one of the learning methods where the learner can be more involved, actively and emotionally. The learner's experience during the transitional modalities induced by the pandemic shifted the paradigm of physical interaction through joint practices such as sketching together with the students, experiments and analyses of products, direct interference from the instructors as well as the shared prototyping experiences.…”