A Year After the Outbreak of COVID-19: How Has Evolved the Students’ Perception on the Online Learning?

During the last year students have been exposed to a continuous evo- lution of the learning processes (fully on-line, blended, parallel-blended, rotation of the face-to-face activities, etc.) and often to many different technologies, with only one common denominator: the use of on-line activities. Despite the peculi- arity of the pandemic situation, one year time is a time long enough to explore if the evolution of the students' perceptions may point toward the start-up of a pro- cess of technology innovation and/or acceptance. In this article we present the outcomes of an investigation conducted at one year distance from the first one that involved, like this time, the students of the bachelor course in Educational Science of the University of Tor Vergata. We have been able to explore the rele- vance of many categories of factors: descriptive of the learning ecosystems, per- sonal, contextual, related to the educational activities, perceived values of the technology based processes. It appears that the main causal chain goes from the impressions about the learning ecosystem, to the impressions about the learning activities and their efficacy to, finally, the future intentions and expectations. Not very relevant appear to be individual and the contextual factors. The overall im- pressions of the students about the on-line activities seem to be positive but they estimate the personal equipment and connectivity better than that provided by the university, possibly to underline criticalities met with the delivering of parallel blended activities. In addition, students deem very important the collaboration/in- teraction among peer and with the teachers and, as well, collaborative and design activities, while most of the implemented learning activities seem to have a trans- missive nature.