Valutare la qualità e l’apprendimento della didattica a distanza: Il caso dell’Università di Pisa

Journal title RIV Rassegna Italiana di Valutazione
Author/s Luca Di Censi, Giuliana Parente
Publishing Year 2024 Issue 2023/87
Language Italian Pages 21 P. 11-31 File size 429 KB
DOI 10.3280/RIV2023-087002
DOI is like a bar code for intellectual property: to have more infomation click here

Below, you can see the article first page

If you want to buy this article in PDF format, you can do it, following the instructions to buy download credits

Article preview

FrancoAngeli is member of Publishers International Linking Association, Inc (PILA), a not-for-profit association which run the CrossRef service enabling links to and from online scholarly content.

This contribution illustrates the results of the evaluation on distance learn- ing commissioned by the University of Pisa during the period of the pan- demic emergency. Educational and training institutions underwent a "para- digmatic shift" through the mandatory digitalization of the educational offer, characterized, given the available time frame, as a learning-by-doing pro- cess. Students, on the other hand, had to rethink their daily lives, redefining the ways in which they carried out their work, study, research, and personal activities. The University of Pisa commissioned an evaluation to the Human Foun- dation that could provide an initial assessment to be read from an evidence- based perspective, in order to understand if, how, and where to make neces- sary improvements to the already efficient and effective teaching and learn- ing methods adopted during the emergency phase. The commissioned evaluation activity focused on the following dimen- sions: attendance in classes; increased participation of specific targets (stu- dents with disabilities, with specific attention disorders, working students, other vulnerable categories); quality of learning; difficulties encountered in accessing education; strengths and weaknesses of distance learning; the abil- ity of distance learning to impact the reconciliation with personal/family needs.

Keywords: Evaluation; Distance Learning; Educational Needs; Learning by Doing; Disabilities; Specific Learning Disorders (DSA).

  1. Agamben, G. (2003). State of Exception. Chicago/London: University of Chicago Press. Chen, H.-T. (1994). Theory-driven evaluations: Need, difficulties and options, Evaluation Practice, 15(1), 79–82.
  2. DeMatthews, D., Reys, P., Benedict, A. & Callahan, R. (2020). From the field: Education research during a pandemic, Educational Researcher, 29(6), 135–138.
  3. Funnell, S. C., Rogers, P. J. (2011). Purposeful program theory: Effective use of theories of change and logic models. San Francisco, CA: Jossey Bass.
  4. Grimaldi, E., Barzanò, G. (2014). Making sense of the educational present: Problematis- ing the “merit turn” in the Italian eduscape, European Educational Research Journal, 13(1), pp. 26-46.
  5. Hodges, C., Moore, S., Lockee, B., Trust, T. & Bond, A. (2020). The difference between emergency remote teaching and online learning, Educause Review, 27 March.
  6. Huber DG., Helm C. (2020a). COVID 19 and schooling:evaluation, assessment and ac- countability in time of crises — Reacting quickly to explore key issues for policy, practice and research with school barometer, Educational Assesment, Evaluation and Accountability, 237-270.
  7. Huber, DG., Helm, C. (2020b). Lernen in Zeiten der Corona-Pandemie. Die Rolle familiärer Merkmale für das Lernen von Schüler*innen. Befunde vom Schul-Barometer in Deutschland, Österreich und der Schweiz - In: Fickermann, Detlef [Hrsg.]; Edelstein, Benja- min [Hrsg.]: "Langsam vermisse ich die Schule ...". Schule während und nach der Corona- Pandemie. Münster; New York: Waxmann 2020, S. 37-60.
  8. König, J., Jäger-Biela, D. J. & Glutsch, N. (2020). Adapting to online teaching during COVID-19 school closure: teacher education and teacher competence effects among early career teachers in Germany, European Journal of Teacher Education, 43:4, 608-622, DOI: 10.1080/02619768.2020.180965
  9. Mauceri, S. (2017). "L’avvento dell’era dei mixed methods. Nuovo paradigma o deadline di un dibattito?", Sociologia e Ricerca Sociale, 113/2017, 39-6.
  10. Mauceri, S. (2018). "Mixed survey research. La funzione delle tecniche qualitative nella ricerca standard", Sociologia e Ricerca Sociale, 116/2018, pp. 90-102.
  11. OECD (2016). “Digital Technologies in Education”, in OECD (ed.), Innovating Educa- tion and Educating for Innovation. The Power of Digital Technologies and Skills, Paris,OECD Publishing.
  12. Taglietti, D., Landri, P., & Grimaldi, E. (2021). The big acceleration in digital education in Italy: The COVID-19 pandemic and the blended-school form, European Educational Re- search Journal, 20(4), 423-441. https://doi.org/10.1177/14749041211021246
  13. Redecker, C. (2017). European Framework for digital competence of educators: DigCo- mEdu. Punie Y. (ed.) EUR 28775 EN. Luxembourg: Pubblications Office of the European Union.
  14. Voss, T., Wittwer J. (2020). Unterricht in Zeiten von Corona: Ein Blick auf die Herausforderungen aus der Sicht von Unterrichts- und Instruktionsforschung.Unterrichtswiss 48, 601–627 https://doi.org/10.1007/s42010-020-00088-2
  15. Weiss, C. H. (1997). Theory-based evaluation: Past, present, and future, New Directions for Evaluation, 76, 41–55.
  16. Zimmerman, J. (2020). Coronavirus and the great online learning experiment, Chronicle of Higher Education, 10 March.

Luca Di Censi, Giuliana Parente, Valutare la qualità e l’apprendimento della didattica a distanza: Il caso dell’Università di Pisa in "RIV Rassegna Italiana di Valutazione" 87/2023, pp 11-31, DOI: 10.3280/RIV2023-087002