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Distance Learning as a Resilience Strategy during Covid-19: An Analysis of the Italian Context

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  • Andrea Appolloni

    (Department of Management and Law, University of Rome Tor Vergata, 00133 Rome, Italy
    Institute for Research on Innovation and Services for Development (IRISS), National Research Council (CNR), 80134 Naples, Italy)

  • Nathalie Colasanti

    (Department of Management and Law, University of Rome Tor Vergata, 00133 Rome, Italy)

  • Chiara Fantauzzi

    (Department of Management and Law, University of Rome Tor Vergata, 00133 Rome, Italy)

  • Gloria Fiorani

    (Department of Management and Law, University of Rome Tor Vergata, 00133 Rome, Italy)

  • Rocco Frondizi

    (Department of Management and Law, University of Rome Tor Vergata, 00133 Rome, Italy)

Abstract

The purpose of this paper is to analyze the strategic model of distance learning adopted by Italian higher education, showing how the health emergency due to Covid-19 has transformed it from an “optional” for traditional universities to the only means to ensure public health protection and continuity in education programs. Comparing two situations (before and during the pandemic), the aim is to identify best practices that, even after the end of the emergency, can be adopted by Italian higher education institutions to boost their digital supply and compete in an international context. After a general context analysis, aimed to underline benefits and risks connected to the development of distance learning, the case of the Italian higher education system has been analyzed. Data were collected through a documentary analysis, looking at what Italian higher education institutions disclosed through their official websites and documents: every form of communication about digital strategy was taken into account. Then, they were analyzed qualitatively, in order to individuate which platforms have been combined to ensure quality in education provided. Research findings demonstrate the resilience of the Italian higher education, able to react and to re-organize itself in only one week: the results of the pandemic may be a stronger university, able to combine quality in education with the potential of technological devices and to compete at the international level. Distance learning represents a complex field, still characterized by separated understandings and in a context where limited attention has been dedicated to its development for what concerns the Italian context, the choice to examine it represents the originality of this paper.

Suggested Citation

  • Andrea Appolloni & Nathalie Colasanti & Chiara Fantauzzi & Gloria Fiorani & Rocco Frondizi, 2021. "Distance Learning as a Resilience Strategy during Covid-19: An Analysis of the Italian Context," Sustainability, MDPI, vol. 13(3), pages 1-12, January.
    • Handle: RePEc:gam:jsusta:v:13:y:2021:i:3:p:1388-:d:489124
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    References listed on IDEAS

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    5. Alessandro Cascavilla & Rocco Caferra & Andrea Morone, 2023. "The green and the dark side of distance learning: from environmental quality to socioeconomic inequality," Journal of Behavioral Economics for Policy, Society for the Advancement of Behavioral Economics (SABE), vol. 7(2), pages 33-38, December.
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    7. Bacci, Silvia & Fabbricatore, Rosa & Iannario, Maria, 2023. "Multilevel IRT models for the analysis of satisfaction for distance learning during the Covid-19 pandemic," Socio-Economic Planning Sciences, Elsevier, vol. 86(C).
    8. Ángel Acevedo-Duque & Romel Gonzalez-Diaz & Elena Cachicatari Vargas & Anherys Paz-Marcano & Sheyla Muller-Pérez & Guido Salazar-Sepúlveda & Giulia Caruso & Idiano D’Adamo, 2021. "Resilience, Leadership and Female Entrepreneurship within the Context of SMEs: Evidence from Latin America," Sustainability, MDPI, vol. 13(15), pages 1-17, July.
    9. Cascavilla, Alessandro & Caferra, Rocco & Morone, Andrea, 2021. "The green and the dark side of distance learning: from environmental quality to economic inequality," MPRA Paper 110702, University Library of Munich, Germany.

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