Universities around the world reacted quickly but differently to the emergency arising from the Covid-19 pandemic. The transfer from on-site to on-line education was the common element of all initiatives. The emergency has thus given rise to the greatest experiment in digitalisation ever, representing an extraordinary opportunity for universities renewal. The urgency in which online teaching has taken place has forced teachers to improvise, opening the door to an unprecedented pedagogical renewal thus allowing bold teachers to experience interactive pedagogical approaches.
A thematic issue of the Italian Journal of Applied Statistics will be devoted to the collection of quantitative studies describing online teaching-learning modes adopted by universities for the teaching-learning process and subsequent semester examinations. Studies devoted to measuring the effectiveness of online education in terms of student achievement, student satisfaction and well-being, and the social and family impact of the experience will be particularly welcome. Moreover, studies on how teachers innovated their pedagogical methods and are satisfied with their outcomes are also of great interest.
The thematic issue aims to highlight innovative experiences hoping that an analysis of the impact of such experiences from various points of view will help to understand whether this new form of teaching can be considered both as a challenge and an opportunity for the university of the future.
Submissions dealing with advances in statistics and applications, including data collection, analysis, and interpretation on the topical issues, are welcome.
Possible topics are:
- Learning analytics
- Teaching evaluation
- Student’s performance
- Student engagement
- Teacher engagement
- Student satisfaction
- Teacher satisfaction
- Teacher pedagogical beliefs in relation with technology integration
- Organisation of exams and impact on student achievement
- Effectiveness of different teaching modes (synchronous, asynchronous, blended)
- Empowering Teachers
All submitted manuscripts will be peer reviewed, and they are expected to adhere to the standards of the journal. Authors are encouraged to follow the specifications and use the templates (MS-Word or LaTeX) available in “Authors Guidelines” (see here).
During the submission procedure, specify in the field "Comments for the editor": Thematic issue on “Online teaching-learning in higher education during COVID-19 pandemic: Empirical evidence and quantitative studies”.
The deadline for paper submissions is 30 April 2021.
- Cristina Davino (Federico II University of Naples, Italy)
- Bruno Bertaccini (University of Florence, Italy)
- Luigi Fabbris (University of Padua, Italy)
- Emmanuel Zilberberg (ESCP Business School, Paris, France)