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Book Chapter

Emergency remote teaching: an explorative tool

  • Emma Zavarrone
  • Maria Gabriella Grassia
  • Rocco Mazza
  • Alessia Forciniti

The worldwide rapid spread and severity of the infectious disease caused by Coronavirus forced the WHO to declare a global state of pandemic emergency during March 2020, by leading the governments around the world to adopt policies that created the widest rift of education systems in human history. Italy have temporarily closed each educational institution, by causing the disruption of tertiary education for 16.89% of the Italian learner’s population. To ensure the “pedagogic continuity”, universities adopted the transitioning from traditional face-to-face to online learning. This paradigm shift to fully remote teaching solutions represents the so-called emergency remote teaching (ERT) in contrast to the traditional teaching inspired by Bologna process principles such as teaching quality and student satisfaction. In a landscape of emerging difficulties connected to ERT contexts, the quality assurance of higher education recalled by the Bologna Process may be not appropriate. We propose an evaluation model for the quality and ERT success across two dimensions used as proxy variables: students’ engagement (SE) and success performance (SP). Within the faculties, we analysed the performance and hence the knowledge, skills and/or attitudes acquired by learners, within the students, the focus was the engagement as interest, motivation and involvement. Under this perspective our research question has an explorative nature: we are interested in detecting empirical evidence about the learning assessment and engagement in higher education with focus on students’ engagement and their success performance during ERT. The investigation carried out on Iulm University’s student population (N=775). We integrated textual data related to the students evaluation of ERT and their career data such as credits, marks before and post disease. The results show the relations between the two dimensions taken into account, with a multidimensional approach we created a factorial plan useful to create an agile tool of analysis in the ERT context.

  • Keywords:
  • Emergency Remote Teaching,
  • Data integration,
  • Text analytics,
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Emma Zavarrone

IULM, International University of Languages and Media, Italy - ORCID: 0000-0001-9509-8773

Maria Gabriella Grassia

University of Naples Federico II, Italy - ORCID: 0000-0002-7128-7323

Rocco Mazza

University of Naples Federico II, Italy - ORCID: 0000-0002-4901-5225

Alessia Forciniti

IULM, International University of Languages and Media, Italy

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  • Publication Year: 2021
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  • Content License: CC BY 4.0
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  • Publication Year: 2021
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Chapter Information

Chapter Title

Emergency remote teaching: an explorative tool

Authors

Emma Zavarrone, Maria Gabriella Grassia, Rocco Mazza, Alessia Forciniti

DOI

10.36253/978-88-5518-461-8.12

Peer Reviewed

Publication Year

2021

Copyright Information

© 2021 Author(s)

Content License

CC BY 4.0

Metadata License

CC0 1.0

Table of Contents

Book Title

ASA 2021 Statistics and Information Systems for Policy Evaluation

Book Subtitle

BOOK OF SHORT PAPERS of the on-site conference

Editors

Alessandra Petrucci, Bruno Bertaccini, Luigi Fabbris

Peer Reviewed

Publication Year

2021

Copyright Information

© 2021 Author(s)

Content License

CC BY 4.0

Metadata License

CC0 1.0

Publisher Name

Firenze University Press

DOI

10.36253/978-88-5518-461-8

eISBN (pdf)

978-88-5518-461-8

eISBN (xml)

978-88-5518-462-5

Series Title

Proceedings e report

Series Issn ISSN

2704-601X

Series E-Issn

2704-5846

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