The spread of novel Corona Virus and the resulting Covid-19 Pandemic has had a profound impact in our lives and most of daily activities have been upset. Negative effects crushed education and all around the world schools, universities and tertiary institutions had to shut down moving to Distance Learning. Distance Learning was in fact the global answer to continue educational activities and preserve students’ right to education. The United Nations Organization for Culture and Education (UNESCO) reports that ten months after rising pandemic, more than 331 million students worldwide are affected by the Pandemic and in 28 countries the schools are still closed (updated 09.12.2020). During the months of the first contagion curve, only 15% of teaching activities were delivered remotely, globally, thanks to Distance Learning. More than 1.5 billion students worldwide are or have been touched by the closure of schools and universities due to the Covid-19 Pandemic. Teachers and instructors world-wide had to find the best solution to fix the pedagogical challenge. For this reason, teaching strategies, methods and materials have been adapted to the online learning environment. Distance Learning refers to an electronic learning environment; generally, it is used if time and/or geographic conditions do not allow a direct contact between educators and students (King, Young, Drivere-Richmond & Schrader, 2001). UNESCO (2002) asserts that Distance Learning includes learning process carried out separately in time and space, through artificial electronic or print media; this holds also for a part of the educational process. Distance Learning requires specific evaluation procedures throughout qualitative and quantitative methodologies, focusing the performance assessment and the learning process (Benigno & Trentin, 1999). This article is a part of a wider research that wants to investigate the students’ experience about online Laboratory classes during Pandemic crisis. Based on a quantitative, non- experimental and ex-post-facto research, this article specifically investigates the strategies used during remote Labs students attended during the sanitary emergency. Data was collected through a no-tested research survey administered with an online free app. A voluntary response sample from 749 Single-cycle Primary Teacher Education students, from first year course to the fifth, attending university in one of the most important athenaeums in Southern Italy, at the end of their last second semester. Results from the closed-response questions show the use of a variety of strategies whose effectiveness should be assessed based on empirical evidence.
THE TEACHER TRAINING DURING COVID-19 PANDEMIC: AN EXPLORATORY STUDY ABOUT ONLINE LABORATORIES QUALITY