Abstract
The first case of pneumonia was reported on 8 December 2019 and identified on 7 January 2020 as COVID-19. On 9 March 2020, to stop the spread of COVID-19 cases, the Italian government declared a health emergency, forcing all citizens to go into lockdown. Suddenly, schools were constrained to using distance learning strategies with little or limited experience on the topic. Particularly, in the southern regions of Italy, approximately 20% of the students did not have access to any devices and were excluded from learning, producing a direct risk of increased adolescent delinquency. This research team intended to report the results of an observational study that focused on the perceptions of distance learning in adolescents from secondary school in Naples (Italy) between April and May 2020. The questionnaire comprised 11 questions focused on the perceptions of distance learning in comparison to live classrooms, relationships with peers and teachers, and levels of anxiety. The study is amongst the first to report the effect of the pandemic from a student-centred perspective and hopes to produce information to develop future research on asynchronous learning.
Highlights
The first case of pneumonia was reported on 8 December 2019 and identified on 7 January 2020 as COVID-19 [1]
Distance learning is a mode of teaching and learning that was already available before the pandemic
This observational study was created to report the perceptions of distance learning in adolescents from secondary schools in Naples (Italy) during the recent lockdown
Summary
The first case of pneumonia was reported on 8 December 2019 and identified on 7 January 2020 as COVID-19 [1]. Asynchronous learning allows students to learn on their own using email or online platforms [6]. On this matter, many theories have been reported investigating the most effective ways to create online learning platforms [7]. Many theories have been reported investigating the most effective ways to create online learning platforms [7] All such theories seem to conclude that the students involved in asynchronous courses need to be extremely self-motivated to learn and need to have a high level of self-discipline to complete courses [8]. To help draw new methods of interaction with students, a recent article in Nature described helpful tips about the transition from synchronous to asynchronous leaning in the COVID-19 era, underscoring the importance of adopting a student-centred approach [9,10]
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