Implementing an online English linguistics course during the Covid-19 emergency in Italy: Teacher’s and students’ perspectives

Luporini, Antonella

doi:10.4000/asp.6682

Cited by 10 publications

(1 citation statement)

References 8 publications

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“…The COVID-19 emergency did not solely impact the academics' teaching and learning practices (Favale et al, 2020;Fiorentino and Salvatori, 2020;Novara et al, 2021;Ricci, 2021;Sangster et al, 2020;Tejedor et al, 2020) but also profoundly affected staff and students' daily interactions (Favale et al, 2020;Luppi et al, 2020;Luporini, 2020;Novara et al, 2021) and consequently, universities' accountability (Arcidiacono and Agueli, 2020;Nicolò et al, 2021). The sudden transfer of entire academic activities from a face-to-face mode to a digital one has inevitably caused a lack of interaction and the need for digital tools to support primary education, as well as the replacement of traditional channels for communicating and discharging universities' accountability to their various stakeholders.…”

Section: Case Of Universities 167mentioning

confidence: 99%

Account(share)ability through social media during the COVID-19 emergency: the case of universities

Masiero

Leoni

Bagnoli

2022

MEDAR

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Purpose This paper aims at exploring how and to what extent universities enlisted Facebook, a social media platform, in the discharging and shaping of their accountability during the COVID-19 emergency. Design/methodology/approach Drawing on the literature on accountability in the virtual world and crises, a netnographic analysis of the Facebook postings by a sample of Italian universities is performed to identify and interpret the accountability discharged via social media platforms by universities during the COVID-19 pandemic. Findings Universities used social media in a range of modes, from conveying simple instructions to rendering traditional accountability for their conduct during the crisis. However, in various Facebook postings, they give voice to various stakeholders’ thoughts and experiences, thereby completely reversing the traditional accountability relationship and making the various stakeholders feel included in the university community. Practical implications Social media can constitute a useful tool for organizations willing to deploy different modes of accountabilities, according to what is required by the specific situation. In the authors’ case, social media provided a forum for account-sharing during a critical situation that was common to both the account giver and the recipient. Originality/value To the best of the authors’ knowledge, this is the first study to investigate the use of social media by universities for accountability purposes and to reveal their possibilities in supporting more ethical forms of accountability.

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Section: Case Of Universities 167mentioning

confidence: 99%

Account(share)ability through social media during the COVID-19 emergency: the case of universities

Masiero

Leoni

Bagnoli

2022

MEDAR

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Learning analytics of peer feedback on communicative skills in an EFL course across different learning modalities

Gorham,

Majumdar,

Ogata

2024

Studies in Educational Evaluation

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The use of questions as a form of interaction in the Italian EMI setting

Costa

Mariotti

2023

Journal of Multilingual Theories and Practices

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Questions play a fundamental role in the interaction between students and teachers. In English-medium instruction (EMI) classes, the strategic use of questions can strongly influence not only the learning process regarding content, but also the active participation of students, and consequently the development of their interaction skills, thereby allowing them to deploy higher-order thinking skills, which are particularly important in higher education. Online teaching, which has come to the forefront during the past two years due to the COVID-19 pandemic, has made lecturer–student interaction even more challenging. The present paper seeks to frame questions as a potential source of interaction in EMI and to qualitatively compare questions produced by lecturers in face-to-face and online lectures. First, it will categorize questions as referential, display, or procedural, looking into their implications and potential in terms of both language and content processing and learning. It will then illustrate examples of the use of questions in four EMI lectures, two face-to-face lectures and two online, from four different disciplines, which were transcribed, analysed and compared. Results reveal differences in the distribution of questions across the two learning methods and shed light on the interactional style used in traditional and online EMI lectures.

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Implementing an online English linguistics course during the Covid-19 emergency in Italy: Teacher’s and students’ perspectives

Cited by 10 publications

References 8 publications

Account(share)ability through social media during the COVID-19 emergency: the case of universities

Account(share)ability through social media during the COVID-19 emergency: the case of universities

Learning analytics of peer feedback on communicative skills in an EFL course across different learning modalities

The use of questions as a form of interaction in the Italian EMI setting

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