The Covid-19 health emergency suddenly strained schools and universities, forcing them to move lessons to the online delivery. Starting from this con text, the QTimes-Journal of Education, Technology and Social Studies has conducted, in collaboration with the Roma TrE - Education Foundation (Uni versity of Roma Tre) and National IRASE (Academic, Social and Educational Research Institute), an exploratory study, carried out from May to August 2020 by interviewing teachers and parents (Domenici, 2021; Nirchi, 2021). A survey was therefore launched to reflect on emergency remote teaching (DaD) during Covid-19. The research was conducted by means of a question naire answered by 5224 sobjects (teachers and students from schools/uni versities and parents) located throughout the national territory. This paper describes the methodology used for the qualitative analysis and illustrates the structure of the categories. The open questions investigated the strengths and weaknesses of remote education. While the reflections made it possible to know the point of view of teachers on the distance learning experience.
L’emergenza sanitaria da Covid-19 ha sottoposto scuole e università a uno stress improvviso, obbligandole a trasferire le attività didattiche in modalità telematica. Partendo da questo contesto, la rivista QTimes-Journal of Educa tion, Technology and Social Studies ha condotto, in collaborazione con la Fondazione Roma TrE – Education, dell’Università degli Studi di Roma Tre e ad IRASE Nazionale (Istituto di Ricerca Accademica, Sociale Educativa) uno studio esplorativo, svolto da maggio ad agosto 2020 intervistando docenti e genitori (Domenici, 2021; Nirchi, 2021). E’ stata quindi promossa una indagine per riflettere sull’emergency remote teaching (DaD) durante il Covid-19. La ricerca è stata condotta attraverso l’utilizzo di un questionario a cui hanno risposto 5224 soggetti (insegnanti e studenti di scuola/università e genitori), dislocati su tutto il territorio nazionale. Il contributo descrive la metodologia utilizzata per l’analisi dei dati qualitativi e presenta le categorie emerse. Le domande aperte erano volte a far emergere i punti di forza e di debolezza della DaD, mentre le riflessioni hanno permesso di conoscere il punto di vista dei docenti sull’esperienza di didattica a distanza.
Nirchi, S., Bianchi, L. (2021). Descriptive analysis of the open questions of an exploratory survey on online teaching (DaD): The answers of university teachers. FORMAZIONE & INSEGNAMENTO, 3(19), 298-315 [10.7346/-fei-XIX-03-21_21].
Descriptive analysis of the open questions of an exploratory survey on online teaching (DaD): The answers of university teachers
Nirchi S.
;Bianchi L.
2021-01-01
Abstract
The Covid-19 health emergency suddenly strained schools and universities, forcing them to move lessons to the online delivery. Starting from this con text, the QTimes-Journal of Education, Technology and Social Studies has conducted, in collaboration with the Roma TrE - Education Foundation (Uni versity of Roma Tre) and National IRASE (Academic, Social and Educational Research Institute), an exploratory study, carried out from May to August 2020 by interviewing teachers and parents (Domenici, 2021; Nirchi, 2021). A survey was therefore launched to reflect on emergency remote teaching (DaD) during Covid-19. The research was conducted by means of a question naire answered by 5224 sobjects (teachers and students from schools/uni versities and parents) located throughout the national territory. This paper describes the methodology used for the qualitative analysis and illustrates the structure of the categories. The open questions investigated the strengths and weaknesses of remote education. While the reflections made it possible to know the point of view of teachers on the distance learning experience.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
