The COVID-19 emergency in 2020 forced universities to rapidly implement Distance Learning (DL), affecting the lives of both faculty and students in different ways (Polianovskyi et al., 2021; Minor et al., 2021). These experiences have been investigated to better understand the role of digitalization in teaching and learning processes (Salleh, Hanafi & Azman, 2021) with studies that explored the benefits and challenges of DL (Polianovskyi et al., 2021). Specifically, many studies focused on several aspects, including technological, cognitive and social issues (Mok et al., 2021; Asgari et al., 2021), besides their psychological and educational impact (Alomyan, 2021; Charman et al., 2023). Furthermore, they underscored the potential of technology to enhance the learning process when effectively implemented (El Refae et al., 2020; Boyko et al., 2021). Reflection on its practices promotes the growth of Higher Education (HE) within a framework of Faculty Development aimed at enhancing the efficacy of its educational setting (Mastan et al., 2022; Steinert, 2014). Analyzing the experiences of DL participants provides insights for the future design of educational programs that reflect evolving learning and teaching needs (Polianovskyi et al., 2021).

To investigate its own experience, the University of Verona conducted a study grounded in a phenomenological approach, considering the phenomenon inside its context (Mortari, 2007) and encouraging a process of Developmental Evaluation aimed at its improvement (Patton, 2006). The study involved both faculty and students who engaged in DL at the University of Verona during the pandemic and post-pandemic periods and it was divided into three phases. Initially, participants answered two surveys with multiple-choice and open-ended questions, specific to the two groups. Subsequently, we analyzed documents prepared by the Joint Committee, which is responsible for monitoring academic activities. Finally, semi-structured interviews were conducted with students to further explore the themes that emerged in the earlier phases.

The data collected were analyzed using qualitative and inductive content analysis, which allowed to identify significant elements for the research question, maintaining a bottom-up perspective (Elo & Kyngäs, 2008), and to compare the data through a process of triangulation.

This paper presents the results of the semi-structured interviews conducted with 45 students. The interview questions were designed to investigate in depth previously identified themes, such as effective and ineffective practices implemented by the University of Verona, parallel to the definition of effectiveness, the impact of DL on students’ learning and organization, and technological challenges alongside the support they received to face them. Finally, students reflected on the effectiveness of integrating technology into university teaching, with particular attention on the Blended Learning approach.

The first outcomes of the interview analysis revealed both the strengths and limitations of DL during the pandemic. Moreover, they underlined the students’ desire for innovative solutions that integrate DL into the current teaching approach, adapting it to the delivered lessons effectively. Thanks to the students’ collaboration, University of Verona can learn from the past to enhance its teaching and learning programs.

Keywords: Covid-19, Distance Learning, semi-structured interviews.