In this study, we adopt an ecological perspective to reflect on how a specific Italian school cluster adapted to the challenges of the COVID-19 pandemic by focusing on how students experienced the interplay between continuity and change in school teaching and learning practices caused by the pandemic. Specifically, the study investigates how the school's physical/virtual learning system was (re)configured to provide new opportunities for learning to a thousand-plus population of primary and secondary students, and how they reacted to the transition to distance learning in terms of participation, autonomy, motivation and engagement. The research adopts a mixed method approach, based on school management system data and a survey tool, and analyses the students’ response to the emergency from the perspectives of the students themselves, their teachers and their parents. While these converged in positive evaluation of the experience, a number of lessons were learnt, such as the importance of building on favourable pre-existing conditions and leveraging a solid shared school culture to promote a prompt reaction to the emergency. Significantly, students with an immigrant background displayed varying degrees of participation in online activities. Overall, for each of the three stakeholder groups surveyed, solid pre-existing digital competence levels and close collaboration within the school community were the most important factors for non-traumatic transition to distance learning.

中文翻译：

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适应紧急远程教育中的教育实践：从学生的角度看连续性和变化

在这项研究中，我们采用生态视角，通过关注学生如何体验由大流行引起的学校教学和学习实践的连续性和变化之间的相互作用，来反思特定的意大利学校集群如何适应 COVID-19 大流行的挑战. 具体而言，该研究调查了学校的物理/虚拟学习系统如何（重新）配置为一千多名中小学生提供新的学习机会，以及他们如何在参与方面对向远程学习的过渡做出反应、自主性、动机和参与。本研究采用混合方法，基于学校管理系统数据和调查工具，从学生自身的角度分析学生对突发事件的反应，他们的老师和他们的父母。虽然这些都汇集了对经验的积极评价，但也吸取了一些教训，例如建立有利的现有条件和利用牢固的共享学校文化促进对紧急情况的迅速反应的重要性。值得注意的是，具有移民背景的学生对在线活动的参与程度不同。总体而言，对于接受调查的三个利益相关者群体中的每一个，稳固的预先存在的数字能力水平和学校社区内的密切合作是非创伤性过渡到远程学习的最重要因素。例如，在有利的现有条件的基础上发展并利用牢固的共享学校文化来促进对紧急情况的迅速反应的重要性。值得注意的是，具有移民背景的学生对在线活动的参与程度不同。总体而言，对于接受调查的三个利益相关者群体中的每一个，稳固的预先存在的数字能力水平和学校社区内的密切合作是非创伤性过渡到远程学习的最重要因素。例如，在有利的现有条件的基础上发展并利用牢固的共享学校文化来促进对紧急情况的迅速反应的重要性。值得注意的是，具有移民背景的学生对在线活动的参与程度不同。总体而言，对于接受调查的三个利益相关者群体中的每一个，稳固的预先存在的数字能力水平和学校社区内的密切合作是非创伤性过渡到远程学习的最重要因素。