Digitally augmented learning: a qualitative study on the perception of nurses and midwives in the Master's degree during the SARS-CoV-2 pandemic in Italy. / La didattica aumentata digitalmente: studio qualitativo sulla percezione di infermieri e ostetriche del corso di Laurea magistrale durante la pandemia SARS-CoV-2 in Italia.

BACKGROUND: The SARS-CoV-2 pandemic has necessitated a rapid transition to digitally augmented education, generating a phenomenon that is unprecedented in the history of university education of healthcare professionals. The purpose of this study is to understand the effects of online teaching on the learning of students of the Master's Degree, to collect the significant elements of their experience and stimulate reflection on teaching practices. OBJECTIVE: To describe perceptions and experiences of nurses and midwives in the Master's degree on digitally augmented learning during the SARS-CoV-2 pandemic. METHODS: A descriptive qualitative study was performed on a proactive sample of 34 nurse practitioners, pediatric nurses and midwives. The data was collected in January-February 2021 through an online form, built ad hoc. The answers were analyzed with deductive content analysis. RESULTS: 4 main categories emerge from the analysis of the texts: educational impact, time management, disadvantages of online teaching, distance learning-teaching. The results partly confirm what is reported in the literature about virtual learning, with better time management and the usefulness of video recordings. However, learning is strongly conditioned by the difficulties of interaction and communication between the students and between the teachers and the students. CONCLUSION: The digitally augmented learning allowed the continuation of the training course of health professionals engaged during the SARS-CoV-2 emergency. However, distance learning if used exclusively for a long time is a limited tool as it modifies the didactic processes preventing the development of meaningful relationships, dialogue and educational relationships which are important and essential outcomes in the master's course.

Campus traffic and e-Learning during COVID-19 pandemic.

The COVID-19 pandemic led to the adoption of severe measures to counteract the spread of the infection. Social distancing and lockdown measures modified people's habits, while the Internet gained a major role in supporting remote working, e-teaching, online collaboration, gaming, video streaming, etc. All these sudden changes put unprecedented stress on the network. In this paper, we analyze the impact of the lockdown enforcement on the Politecnico di Torino campus network. Right after the school shutdown on the 25th of February, PoliTO deployed its own in-house solution for virtual teaching. Ever since, the university provides about 600 virtual classes daily, serving more than 16 000 students per day. Here, we report a picture of how the pandemic changed PoliTO's network traffic. We first focus on the usage of remote working and collaboration platforms. Given the peculiarity of PoliTO online teaching solution that is hosted in-house, we drill down on the traffic, characterizing both the audience and the network footprint. Overall, we present a snapshot of the abrupt changes seen on campus traffic due to COVID-19, and testify how the Internet has proved robust to successfully cope with challenges while maintaining the university operations.