Přehled o publikaci

The COVID-19 pandemic is a global event of the last two years, fundamentally affecting the economic, political, cultural and social life of the majority of the world’s population. As a result of the Coronavirus crisis, education systems have also undergone an involuntary transformation, having to adapt from conventional models of contact education to an alternative of distance education in a relatively short time frame and without much preparation. At the same time, this has sparked interest of sociologists and psychologists to empirically observe the effectiveness of the conversion of university education. The available empirical evidence confirms the resilience of universities and their ability to adapt quickly to new methods of knowledge transfer. At the same time, distance learning models appear to have accelerated in the wake of the Coronavirus crisis. Distance learning faces major challenges in the form of technological, psychological and social dimensions as conditions for its further strengthening and promotion in university education systems. Empirical studies also point to the typically ambivalent nature of distance education forms. Both technological, psychological and social challenges are characterised by a combination of subjectively perceived benefits and drawbacks. The starting point may comprise the introduction of hybrid forms of learning, maximising the benefits and minimising the drawbacks of distance education.