Next Article in Journal
What Price Equality? The Academic Cost of Government Supervised Gender Mainstreaming at Swedish Universities
Next Article in Special Issue
COVID-19 as a Global Risk: Confronting the Ambivalences of a Socionatural Threat
Previous Article in Journal
Student Housing Choices and Neighborhood Change: Brown University 1937–1987
Previous Article in Special Issue
The COVID-19 Contagion–Pandemic Dyad: A View from Social Sciences
Concept Paper

Online Learning and Emergency Remote Teaching: Opportunities and Challenges in Emergency Situations

Institute for Research on Population and Social Policies, National Research Council, 00185 Rome, Italy
*
Author to whom correspondence should be addressed.
Societies 2020, 10(4), 86; https://doi.org/10.3390/soc10040086
Received: 28 August 2020 / Revised: 30 October 2020 / Accepted: 5 November 2020 / Published: 13 November 2020
(This article belongs to the Special Issue COVID-19 and Social Sciences)
The aim of the study is to analyse the opportunities and challenges of emergency remote teaching based on experiences of the COVID-19 emergency. A qualitative research method was undertaken in two steps. In the first step, a thematic analysis of an online discussion forum with international experts from different sectors and countries was carried out. In the second step (an Italian case study), both the data and the statements of opinion leaders from secondary online sources, including web articles, statistical data and legislation, were analysed. The results reveal several technological, pedagogical and social challenges. The technological challenges are mainly related to the unreliability of Internet connections and many students’ lack of necessary electronic devices. The pedagogical challenges are principally associated with teachers’ and learners’ lack of digital skills, the lack of structured content versus the abundance of online resources, learners’ lack of interactivity and motivation and teachers’ lack of social and cognitive presence (the ability to construct meaning through sustained communication within a community of inquiry). The social challenges are mainly related to the lack of human interaction between teachers and students as well as among the latter, the lack of physical spaces at home to receive lessons and the lack of support of parents who are frequently working remotely in the same spaces. Based on the lessons learned from this worldwide emergency, challenges and proposals for action to face these same challenges, which should be and sometimes have been implemented, are provided. View Full-Text
Keywords: online learning; emergency remote teaching; technological challenges; pedagogical challenges; social challenges online learning; emergency remote teaching; technological challenges; pedagogical challenges; social challenges
MDPI and ACS Style

Ferri, F.; Grifoni, P.; Guzzo, T. Online Learning and Emergency Remote Teaching: Opportunities and Challenges in Emergency Situations. Societies 2020, 10, 86. https://doi.org/10.3390/soc10040086

AMA Style

Ferri F, Grifoni P, Guzzo T. Online Learning and Emergency Remote Teaching: Opportunities and Challenges in Emergency Situations. Societies. 2020; 10(4):86. https://doi.org/10.3390/soc10040086

Chicago/Turabian Style

Ferri, Fernando, Patrizia Grifoni, and Tiziana Guzzo. 2020. "Online Learning and Emergency Remote Teaching: Opportunities and Challenges in Emergency Situations" Societies 10, no. 4: 86. https://doi.org/10.3390/soc10040086

Find Other Styles
Note that from the first issue of 2016, MDPI journals use article numbers instead of page numbers. See further details here.

Article Access Map by Country/Region

1
Back to TopTop