Abstract:
Distance learning has become one of the hottest educational trends of the 21st
century. The COVID-19 pandemic and the war in Ukraine have only accelerated the process of its integration into the education sector. The purpose of this paper is to study the impact of distance education on adaptation to this teaching method and academic performance of students using it in both forms, as well as to find improvements that can be made to it. Methods included a systematic literature review using specific databases and inclusion/exclusion criteria. The databases used were Web of Science, Scopus, and Google Scholar. The results of the study showed that distance learning technologies, such as online laboratories, video lectures, interactive whiteboards, online educational platforms, chats, websites and other instant messaging tools, have become the only adequate response to the organisational challenges that have arisen in the new environment. The abrupt shift from traditional face-to-face learning to innovative forms of learning required a radical restructuring of educational institutions. This process also required students to adapt to new and unusual conditions. The paper outlines the negative aspects of distance education. It requires high self-discipline on the part of students, which can have a negative impact on their motivation and ability to create the necessary working environment. The lack of personal contact with an educational institution also leads to the loss of its cultural component. It has been found that distance education may be less effective in the
absence of personal contact. However, blended learning, which combines traditional and
distance methods, can address these challenges and unlock the potential of both forms of
learning. This approach can compensate for the limitations of distance education, providing more effective learning and preparing students for future challenges in the globalised digital age.
