Abstract:

The article raises the problem of organizing distance learning caused by a disease that has become active in the world since December 2019 and was declared a pandemic by the WHO. It is noted that the spread of the disease led to long lockdowns. One of the effective forms of learning during lockdowns is the organization of distance learning. It was noted that readiness for this process was different, due to technical problems – lack of Internet, computers, educational materials on the network. And most importantly, teachers are unprepared for distance learning.

The globalized pandemic has made it clear to the world that humanity has entered a new stage of development where distance learning will play a major role. On the other hand, some problems and limitations of distance learning in technical and substantive areas, especially in structural and social areas are pointed out: lack of terminal equipment or overload of Internet access, especially for those who study at home. On the example of the transition from a traditional education model to an interactive (online) one.

The solution to the problem of distance learning in educational institutions in quarantine conditions is shown by the example of the countries of Austria and Turkey, which demonstrated efficiency and mobility in organizing the educational environment at home at all levels and taking into account suggestions that could create problems. These are: limited space to work at home, which often has to be shared with siblings or parents; lessons schedule; digitization of educational material, etc. It is noted that the resolution of these issues began in Turkey for the first time, through the television broadcast of online school lessons in the first days of the announcement of the lockdown. In addition, changes were made regarding the number of students in the class, teachers conducting lessons live, downloading programs from academic disciplines, teaching students to develop their academic and social skills, creating a support area for EBA points to ensure network access for students who do not have a computer at home computer or the Internet.

Studying the scientific and theoretical sources of the relevant issues makes it possible to be convinced of its relevance and social significance. The pandemic has caused challenges for the school education systems of Austria and Turkey, which have caused a forced, sudden transition from a traditional model of education to an interactive (online) one.

The crisis in the field of education revealed some problems and limitations of distance learning in technical and substantive areas, especially in structural and social areas. Issues such as lack of terminal equipment or overloaded Internet access, especially for homeschoolers. Pupils received help from the reserves of school supplies and new purchases by state institutions.

Keywords: distance learning, educational environment, Austria and Turkey, lockdown, pandemic, Educational Information Network

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