IDEAS home Printed from https://ideas.repec.org/p/cns/cnscwp/202425.html
   My bibliography  Save this paper

Remote learning during the Covid-19 pandemic: evidence from a three-level survey of Italian schools

Author

Listed:
  • A. Caria
  • A. Di Liberto
  • S. Pau

Abstract

We used data collected during the COVID-19 pandemic, from March to June 2021, to examine how Italian upper secondary schools reorganized their activities for remote learning (RL). We conducted a three-level survey, administering questionnaires to students (11th and 13th graders), teachers, and school principals at each institution. The final sample includes 11,154 students, 3,905 teachers, and 105 school principals. The data allow us to describe - a) how schools adjusted to the pandemic to ensure learning effectiveness during RL, b) how teachers and school principals managed the transition from traditional to online teaching, c) the perceptions of students, teachers, and school principals regarding the effectiveness of RL. This analysis highlights Italian schools' challenges in changing teaching styles during RL and identifies inequality patterns at individual and school levels. It also underscores a significant gap between teachers' perceptions of their digital skills and the actual use of ICT in class during RL activities. Our results identify a positive and robust relationship between the use of innovative teaching methodologies in class, the adoption of appropriate organizational innovations at the school level, and specific teachers' training with the student's perceptions of learning and other outcomes related to student success.

Suggested Citation

  • A. Caria & A. Di Liberto & S. Pau, 2024. "Remote learning during the Covid-19 pandemic: evidence from a three-level survey of Italian schools," Working Paper CRENoS 202425, Centre for North South Economic Research, University of Cagliari and Sassari, Sardinia.
  • Handle: RePEc:cns:cnscwp:202425
    as

    Download full text from publisher

    File URL: https://crenos.unica.it/crenos/node/8930
    Download Restriction: no

    File URL: https://crenos.unica.it/crenos/sites/default/files/wp-24-25.pdf
    Download Restriction: no
    ---><---

    Other versions of this item:

    References listed on IDEAS

    as
    1. Steven G. Rivkin & Eric A. Hanushek & John F. Kain, 2005. "Teachers, Schools, and Academic Achievement," Econometrica, Econometric Society, vol. 73(2), pages 417-458, March.
    2. Dalit Contini & Maria Laura Di Tommaso & Caterina Muratori & Daniela Piazzalunga & Lucia Schiavon, 2021. "The Covid-19 pandemic and school closure: learning loss in mathematics in primary education," DEM Working Papers 2021/16, Department of Economics and Management.
    3. Di Liberto, Adriana, 2008. "Education and Italian regional development," Economics of Education Review, Elsevier, vol. 27(1), pages 94-107, February.
    4. Dalit Contini & Maria Laura Di Tommaso & Caterina Muratori & Daniela Piazzalunga & Lucia Schiavon, 2023. "A lost generation? Impact of COVID-19 on high school students' achievements," Carlo Alberto Notebooks 691 JEL Classification: I, Collegio Carlo Alberto.
    5. Michela Carlana & Eliana La Ferrara, 2024. "Apart but Connected: Online Tutoring, Cognitive Outcomes, and Soft Skills," NBER Working Papers 32272, National Bureau of Economic Research, Inc.
    6. Joshua D. Angrist & Jörn-Steffen Pischke, 2009. "Mostly Harmless Econometrics: An Empiricist's Companion," Economics Books, Princeton University Press, edition 1, number 8769.
    7. Carter, Susan Payne & Greenberg, Kyle & Walker, Michael S., 2017. "The impact of computer usage on academic performance: Evidence from a randomized trial at the United States Military Academy," Economics of Education Review, Elsevier, vol. 56(C), pages 118-132.
    8. Raj Chetty & John N. Friedman & Jonah E. Rockoff, 2011. "The Long-Term Impacts of Teachers: Teacher Value-Added and Student Outcomes in Adulthood," NBER Working Papers 17699, National Bureau of Economic Research, Inc.
    9. Hanushek, Eric A., 2011. "The economic value of higher teacher quality," Economics of Education Review, Elsevier, vol. 30(3), pages 466-479, June.
    10. Anna Bussu & Dimitri Paolini & Manuela Pulina & Giuseppe Zanzurino, 2023. "From Choice to Performance in Secondary Schools: Evidence from a Disadvantaged Setting in Italy," Italian Economic Journal: A Continuation of Rivista Italiana degli Economisti and Giornale degli Economisti, Springer;Società Italiana degli Economisti (Italian Economic Association), vol. 9(2), pages 529-555, July.
    11. Comi, Simona Lorena & Argentin, Gianluca & Gui, Marco & Origo, Federica & Pagani, Laura, 2017. "Is it the way they use it? Teachers, ICT and student achievement," Economics of Education Review, Elsevier, vol. 56(C), pages 24-39.
    12. Alderighi, Lorenzo & Ballatore, Rosario M. & Tonello, Marco, 2023. "Hidden drop-out: Secondary education (unseen) failure in pandemic times," GLO Discussion Paper Series 1293, Global Labor Organization (GLO).
    13. Giorgio Brunello & Daniele Checchi, 2007. "Does school tracking affect equality of opportunity? New international evidence [‘Educational opportunities and the role of institutions’]," Economic Policy, CEPR, CESifo, Sciences Po;CES;MSH, vol. 22(52), pages 782-861.
    14. Francesco Paolo Conteduca & Alessandro Borin, 2022. "A New Dataset for Local and National COVID-19-Related Restrictions in Italy," Italian Economic Journal: A Continuation of Rivista Italiana degli Economisti and Giornale degli Economisti, Springer;Società Italiana degli Economisti (Italian Economic Association), vol. 8(2), pages 435-470, July.
    15. Gregori Baetschmann & Alexander Ballantyne & Kevin E. Staub & Rainer Winkelmann, 2020. "feologit: A new command for fitting fixed-effects ordered logit models," Stata Journal, StataCorp LP, vol. 20(2), pages 253-275, June.
    16. Adriana Di Liberto & Fabiano Schivardi & Giovanni Sulis, 2015. "Managerial practices and student performance," Economic Policy, CEPR, CESifo, Sciences Po;CES;MSH, vol. 30(84), pages 683-728.
    17. Janine Buchholz & Marta Cignetti & Mario Piacentini, 2022. "Developing measures of engagement in PISA," OECD Education Working Papers 279, OECD Publishing.
    18. repec:oup:ecpoli:v:22:y:2007:i::p:781-861 is not listed on IDEAS
    19. Di Liberto, Adriana & Giua, Ludovica & Schivardi, Fabiano & Sideri, Marco & Sulis, Giovanni, 2023. "Managerial Practices and Student Performance: Evidence from Changes in School Principals," IZA Discussion Papers 16203, Institute of Labor Economics (IZA).
    20. Nicola Bazoli & Sonia Marzadro & Antonio Schizzerotto & Loris Vergolini, 2022. "Learning Loss and Students’ Social Origins During the Covid-19 Pandemic in Italy," FBK-IRVAPP Working Papers 2022-03, Research Institute for the Evaluation of Public Policies (IRVAPP), Bruno Kessler Foundation.
    21. Francesco Avvisati & Sara Hennessy & Robert B. Kozma & Stéphan Vincent-Lancrin, 2013. "Review of the Italian Strategy for Digital Schools," OECD Education Working Papers 90, OECD Publishing.
    22. CARRETERO GOMEZ Stephanie & NAPIERALA Joanna & Bessios Adonis & Magi Eve & Pugacewicz Agnieszka & Maria Ranieri & Triquet Karen & Lombaerts Koen & ROBLEDO BOTTCHER Nicolas & MONTANARI Marco & GONZALEZ, 2021. "What did we learn from schooling practices during the COVID-19 lockdown? Insights from five EU countries," JRC Research Reports JRC123654, Joint Research Centre.
    23. Eric A. Hanushek & Steven G. Rivkin, 2012. "The Distribution of Teacher Quality and Implications for Policy," Annual Review of Economics, Annual Reviews, vol. 4(1), pages 131-157, July.
    24. Clare Halloran & Rebecca Jack & James C. Okun & Emily Oster, 2021. "Pandemic Schooling Mode and Student Test Scores: Evidence from US States," NBER Working Papers 29497, National Bureau of Economic Research, Inc.
    Full references (including those not matched with items on IDEAS)

    Most related items

    These are the items that most often cite the same works as this one and are cited by the same works as this one.
    1. Ralph Hippe & Luisa De Sousa Lobo Borges de Araujo & Patricia Dinis Mota da Costa, 2016. "Equity in Education in Europe," JRC Research Reports JRC104595, Joint Research Centre.
    2. Robert G. Valletta & K. Jody Hoff & Jane S. Lopus, 2014. "Lost In Translation? Teacher Training And Outcomes In High School Economics Classes," Contemporary Economic Policy, Western Economic Association International, vol. 32(4), pages 695-709, October.
    3. Adriana Di Liberto & Fabiano Schivardi & Giovanni Sulis, 2015. "Managerial practices and student performance," Economic Policy, CEPR, CESifo, Sciences Po;CES;MSH, vol. 30(84), pages 683-728.
    4. Sean Corcoran & Dan Goldhaber, 2013. "Value Added and Its Uses: Where You Stand Depends on Where You Sit," Education Finance and Policy, MIT Press, vol. 8(3), pages 418-434, July.
    5. Kugler Franziska & Schwerdt Guido & Wößmann Ludger, 2014. "Ökonometrische Methoden zur Evaluierung kausaler Effekte der Wirtschaftspolitik," Perspektiven der Wirtschaftspolitik, De Gruyter, vol. 15(2), pages 105-132, June.
    6. Marine de Talancé, 2015. "Better Teachers, Better Results? Evidence from Rural Pakistan," Working Papers DT/2015/21, DIAL (Développement, Institutions et Mondialisation).
    7. Clark Damon, 2010. "Selective Schools and Academic Achievement," The B.E. Journal of Economic Analysis & Policy, De Gruyter, vol. 10(1), pages 1-40, February.
    8. Kerem Coskun & Cihan Kara, 2022. "Impact of school closure due to COVID-19 on phonemic awareness of first-grade primary school children," Palgrave Communications, Palgrave Macmillan, vol. 9(1), pages 1-9, December.
    9. Daniel Santín & Gabriela Sicilia, 2018. "Using DEA for measuring teachers’ performance and the impact on students’ outcomes: evidence for Spain," Journal of Productivity Analysis, Springer, vol. 49(1), pages 1-15, February.
    10. Dan Goldhaber & Roddy Theobald, 2013. "Managing the Teacher Workforce in Austere Times: The Determinants and Implications of Teacher Layoffs," Education Finance and Policy, MIT Press, vol. 8(4), pages 494-527, October.
    11. Paul Anand & Jere R. Behrman & Hai-Anh H. Dang & Sam Jones, 2018. "Inequality of opportunity in education: Accounting for the contributions of Sibs, schools and sorting across East Africa," Working Papers 480, ECINEQ, Society for the Study of Economic Inequality.
    12. Norman Gemmell & Patrick Nolan & Grant Scobie, 2017. "Public sector productivity: Quality adjusting sector-level data on New Zealand schools," Working Papers 2017/02, New Zealand Productivity Commission.
    13. Shawn Ni & Michael Podgursky, 2016. "How Teachers Respond to Pension System Incentives: New Estimates and Policy Applications," Journal of Labor Economics, University of Chicago Press, vol. 34(4), pages 1075-1104.
    14. Gilpin, Gregory A., 2012. "Teacher salaries and teacher aptitude: An analysis using quantile regressions," Economics of Education Review, Elsevier, vol. 31(3), pages 15-29.
    15. Kevin C. Bastian & Gary T. Henry & Charles L. Thompson, 2013. "Incorporating Access to More Effective Teachers into Assessments of Educational Resource Equity," Education Finance and Policy, MIT Press, vol. 8(4), pages 560-580, October.
    16. Stacy, Brian, 2014. "Ranking Teachers when Teacher Value-Added is Heterogeneous Across Students," EconStor Preprints 104743, ZBW - Leibniz Information Centre for Economics.
    17. van Elk, Roel & van der Steeg, Marc & Webbink, Dinand, 2011. "Does the timing of tracking affect higher education completion?," Economics of Education Review, Elsevier, vol. 30(5), pages 1009-1021, October.
    18. Sönke Hendrik Matthewes, 2020. "Better together? Heterogeneous effects of tracking on student achievement," CEP Discussion Papers dp1706.pdf, Centre for Economic Performance, LSE.
    19. Cordero, Jose M. & Gil-Izquierdo, María, 2018. "The effect of teaching strategies on student achievement: An analysis using TALIS-PISA-link," Journal of Policy Modeling, Elsevier, vol. 40(6), pages 1313-1331.
    20. Raj Chetty & John N. Friedman & Nathaniel Hilger & Emmanuel Saez & Diane Whitmore Schanzenbach & Danny Yagan, 2011. "How Does Your Kindergarten Classroom Affect Your Earnings? Evidence from Project Star," The Quarterly Journal of Economics, President and Fellows of Harvard College, vol. 126(4), pages 1593-1660.

    More about this item

    Keywords

    remote learning; COVID-19; socio-economic disparities;
    All these keywords.

    JEL classification:

    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
    • I24 - Health, Education, and Welfare - - Education - - - Education and Inequality
    • O33 - Economic Development, Innovation, Technological Change, and Growth - - Innovation; Research and Development; Technological Change; Intellectual Property Rights - - - Technological Change: Choices and Consequences; Diffusion Processes

    NEP fields

    This paper has been announced in the following NEP Reports:

    Statistics

    Access and download statistics

    Corrections

    All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:cns:cnscwp:202425. See general information about how to correct material in RePEc.

    If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

    If CitEc recognized a bibliographic reference but did not link an item in RePEc to it, you can help with this form .

    If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

    For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: CRENoS (email available below). General contact details of provider: https://edirc.repec.org/data/crenoit.html .

    Please note that corrections may take a couple of weeks to filter through the various RePEc services.

    IDEAS is a RePEc service. RePEc uses bibliographic data supplied by the respective publishers.