Editor-in-Chief
Silvio Scanagatta
Barbara Segatto

Executive Committee
Ursula Apitzsch, Jean-Louis Derouet, Luisa Ribolzi, Alison Taysum, Carlos Alberto Torres, Catherine Yan Wang

International Scientific Board

Management Staff
Managing editor
Anna Dal Ben

Book review editor
Maddalena Colombo

 

For Italian Law
Iscrizione n.2165 - 13.02.2009 - Registro Stampa Tribunale di Padova

Direttore Responsabile: Giulia Golo

Italian Secondary School Students and the Distance Learning Experience: From Current Critical Issues to Future Opportunities, Reflecting on VR

TitleItalian Secondary School Students and the Distance Learning Experience: From Current Critical Issues to Future Opportunities, Reflecting on VR
Publication TypeJournal Article
Year of Publication2022
AuthorsFasanella A, Faggiano M P
Secondary TitleItalian Journal of Sociology of Education
Volume14
Issue3
Start Page17
Number2
Pagination17-44
Date Published10/2022
PublisherPadova University Press
Place PublishedPadova, IT
ISSN Number2035-4983
Keywordsdistance learning, educational inequalities, Secondary School, VR technology
Abstract

This paper aims to identify Distance Learning adaptation profiles of a sample of Italian secondary school students, placing attention on the factors connected with a decline in school performance, digital inequalities, cognitiveemotional distress, forms of exclusion. DL increases the risk of distraction/ interruption and affects academic performance; it has a negative impact on interactions between peers and with teachers by and large, causing a considerable number of interviewees to feel “deprived of quality relationships”. The profiles that emerged highlight the existence of forms of inequality that are known to predate the pandemic. The problem of access to the Internet/technology and the issue of inadequate domestic space exacerbate every other criticality identified. The data, however, allow for observations that go beyond an interpretation built exclusively around the digital divide. DL, even when delivered at optimal levels in terms of connectivity and educators’ digital competence, has jeopardized the regular execution of social processuality, a veritable belt drive of curricular knowledge. In the wake of technological advancement, accelerated by the pandemic, therefore lies the hope for wider experimentation with digital classrooms using VR technology, hinged on multidisciplinary dialogue and aimed at translating the digital from a form of technological virtuosity, to a credible and ethically grounded response.

URLhttps://ijse.padovauniversitypress.it/2022/3/2
DOI10.14658/PUPJ-IJSE-2022-3-2