4.2. Review of relevant literature

online learning. Moreover, overall student population results are compared with answers of students with special needs. In the following section, we provide a brief review of relevant literature. This is followed by the findings from the analysis of feedback from students with special needs, while, in the final part summarises our findings.

4.2. Review of relevant literature

Online learning could be seen as a natural step in a larger path that took its start from education via post (Birnbaum, 2001), with the utilization of specific media (such as written text, phone conversations, music, or video tapes and so on), tv and radio shows. The arrival of personal computers and internet brought what is generally called the native digital generation (Ranieri, 2011)the ageing of this generation slowly affected learning,shaping its online declination from a form of distance courses or online support for standard courses to massive live courses Moreover, as suggested by Prensky (2001) the divide between Digital Native students and their Digital Immigrant teachers is one of the cause of today’s educational problems; Prensky suggests that the Digital Natives’ brains are likely physically different as a result of the digital input they received growing up. Nevertheless, the strength of Covid-19 pandemic, and its impact on normal life, brought universities to reform rapidly the implementation of leaning and the provision of courses. While technical difficulties could be handled, a major challenge has arisen – the support of students with special needs in their learning activities mitigating any risk of inequality and vulnerability (Ferri, Grifoni, Guzzo, 2021). According to Gervasio (2020), opinion leader and journalist of a specialized magazine about the school in Italy, among the advantages of online learning are the overcoming of the space-time barriers and increased flexibility in the ways and styles of learning. This means that if well implemented, distance learning is a direct step toward the customisation of training paths based on the specific skills and objectives to be achieved by each student. Moreover, the overcoming of space-time limits can be seen also as overcoming limits for students with special needs as they could be included and become an effective part of the group of students, eliminating the aspects linked to social exclusion. However, some obstacles are technological, such as the difficulty of accessing the network, the speed of data transmission, the quality of students’ and teachers’ ICT skills, the ability to manage time and their knowledge of the best ways of how to interact online with students (i.e., to manage a feeling of the community). If students do not have the opportunity to access the

network on a regular basis, they risk being left behind, which may inevitably lead to the alienation of some learners, especially if they are not prepared from the outset for a type of collaborative and constructivist learning. In this sense, universities should start considering what could be called the logistics of online learning (Ferri, Grifoni & Guzzo, 2021) – from the technical support to consideration linked to where the learning take place. As regards disabilities, inclusion within the classroom in the past was managed by focusing on collective teaching and group work, while isolation is a further element of exclusion. This is a huge problem that needs special attention and professionals in the sector (Gervasio, 2020). As we will see in the case of this study, the themes of social function in learning will be highlighted in feedbacks from University of Economics in Bratislava students. The consideration of rethinking the approach toward teaching practices is therefore a theme that should be taken in account, both for students with special needs as well as for students’ overall population. According to Rivoltella (2020), Professor at the “Università Cattolica del Sacro Cuore” on Media Education and Learning Technologies, it is not enough to put students in front of a computer screen or assign them homework – educational planning is also needed. The need to manage motivation and attention is central; it is necessary to create the content and also to give precise indications to the students using synchronous communication (chat and video communication) to interact, clarify doubts and discuss problems. Even the cooperation among students must be followed with particular attention. While the live experience is crucial for certain aspects in the socialization process, the possibility of sharing, working, and cooperating via technology in a group is enhanced, and this can lead diversities (disability, language, culture) into a diversity that enriches rather than being an obstacle that adds separation (Rivoltella, 2020). The difference between presence and distance learning is not relevant if managed under a defined educational intentionality. In conclusion, a holistic and shared approach must be deployed in order to exploit the moment to provide effective answers to the challenges emerging from this worldwide experience with particular attention to students with special needs. As suggested by F. Ferri, P. Grifoni & T. Guzzo (2020), lessons learned from this emergency enable us to indicate challenges and proposals for action to face the same challenges directed to policymakers from different countries so that they can address some of the open challenges. The main challenges that stakeholders should consider in order to reach this shared approach are: - Reliable network infrastructure needs to be developed. Teachers, students, and parents must have connectivity that allows them to be able to take lessons remotely even when other people in the same house are doing other online activities.