Keywords: distance learning, «flipped classroom», useful tips for teachers, assessment of students’ knowledge, «emergency distance learning», rapid development of teachers’ digital skills, the Ukrainian context.


The article is devoted to the problem of distance education at the beginning of the third decade of the 21st century in the conditions of the coronavirus pandemic. The relevance of the topic is justified from the point of view of pedagogy, as is its application in the educational process. The topic is timely for improving the quality of the educational process. The purposes of the article include giving insights into the academic literature on distance learning, as well as highlighting its positive impacts on education processes. The works of foreign and Ukrainian scientists, outstanding experts of the field and the topic, as well as their important scientific achievements are analyzed and emphasized. The article examines and explains the content of the term «distance learning». The definition of a type of distance learning is given, «emergency remote teaching» (ERT). The main differences between traditional, in-person teaching and online, distance learning are underlined. It is the physical presence that plays a crucial role, because while in face-to-face teaching the teacher and the students are practically in the same place, in online or distance learning this disappears as participants of the educational process might be physically hundreds and thousands of kilometres away from each other. The notion and applicability of the «flipped classroom» is also discussed in the article. It is determined that assessment of students’ knowledge can cause real difficulties for teachers and tutors. Marking written assignments needs special attention on the teachers’ part. Useful practical tips for teachers have been provided based on the academic literature. It was concluded that in Ukraine, neither teachers, nor students were prepared for the unfamiliar demands of distance learning. However, in the course of time both groups got accustomed to them and acquired the necessary skills successfully. Prospects for further research may be focusing on e-learning and its possible implementation in tertiary education in Ukraine in normal and extreme circumstances (e.g. in the time of war). The work is important for teachers, researchers and students studying the problems of distance learning.


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How to Cite
BARAN, A., HUSZTI, I., & LECHNER, I. (2024). DISTANCE EDUCATION IN 2020-2023: WHAT CAN BE LEARNED FROM THE ACADEMIC LITERATURE?. Dnipro Academy of Continuing Education Herald. Series: Philosophy, Pedagogy, 2(2), 69-73. https://doi.org/10.54891/2786-7013-2023-2-16
Dnipro Academy of Continuing Education Herald. Series: Philosophy, Pedagogy