The Contemporary Distance Learning Industry in the Context of COVID-19


  • Karim El Guessab Zaporizhzhia National University
  • Rita Vyazova Zaporizhzhia National University
  • Oksana Ubeyvolk Zaporizhzhia National University
  • Andrii Kurguzov Zaporizhzhia National University
  • Liudmyla Kompaniiets Zaporizhzhia National University



distance learning, COVID-19, postmodern society, the psychological and pedagogical features


The article examines the state and trends in the development of distance learning in the world in conditions of covid-19, identifies the main specific difference between distance education and other forms of education, and analyzes the state of the world market of educational services via the Internet. The important features and characteristics of distance learning, examples of its organization in higher educational institutions, as well as statistics on the development of distance learning in the world are presented. The main problematic points on the way of introducing the distance education system in the context of a pandemic and the factors hindering the development of this promising form of education are identified. In addition, the article examines the psychological and pedagogical features of distance learning with the current conditions of the development of education at the university. The psychological characteristics of students and their learning difficulties have been determined. It also clarified the problems faced by teachers in the organization and implementation of distance learning. Practical recommendations for the support of distance learning for students have been developed.


Amir, Lisa & Tanti, Ira & Maharani, Diah & Wimardhani, Yuniardini & Julia, Vera & Sulijaya, Benso. (2020). Student Perspective of Classroom and Distance Learning During COVID-19 Pandemic in the Undergraduate Dental Study Program Universitas Indonesia. DOI:

Arora, A. K., & Srinivansen, R. (2020). Impact of pandemic COVID-19 on the teaching-learning process: A study of higher education teachers. Parabandhan: Indian Journal of Management, 13(4), 43–56. DOI:

Bailey, C. J., & Card, K. A. (2009). Effective pedagogical practices for online teaching: Perception of experienced instructors. Internet and Higher Education, 12(3-4), 152–155. DOI:

Burgess, S., & Sievertsen, H. H. (2020, April 1). Schools, skills, and learning: The impact of COVID-19 on education. VoxEU.

Gillett-Swan, J. (2017). The Challenges of Online Learning: Supporting and Engaging the Isolated Learner. Journal of Learning Design, 10(1), 20–30. DOI:

Kaczmarek, K., Chen, E., & Ohyama, H. (2020). Distance learning in the COVID-19 era: Comparison of student and faculty perceptions. Journal of dental education, 10.1002/jdd.12469. Advance online publication. DOI:

Levesque, C., Zuehlke, A. N., Stanek, L. R., & Ryan, R. M. (2004). Autonomy and competence in German and American university students: A comparative study based on self-determination theory. Journal of Educational Psychology, 96, 68- 84.

Mahalakshmi, K., & Radha, R. (2020). COVID 19: A massive exposure towards web based learning. Journal of Xidian University, 14(4), 2405–2411. DOI:

Marek, M. & Wu, Wen-chi & Chew, Chiou Sheng. (2021). Teacher Experiences in Converting Classes to Distance Learning in the COVID-19 Pandemic. International Journal of Distance Education Technologies. 19. 40-60. DOI:

Masonbrink, A. R., & Hurley, E. (2020). Advocating for children during the COVID-19 school closures. Pediatrics, 146, e20201440.

Perry, D., & Steck, A. (2019). Changes in faculty perceptions about online instruction: Comparison of faculty groups from 2002 and 2016. Journal of Educators Online, 16(2). Advance online publication. DOI:

Putnick, D. L., & Bornstein, M. H. (2016). Measurement invariance conventions and reporting: The state of the art and future directions for psychological research. Developmental Review, 41, 71-90.

Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55, 68-78

Schneider, Samantha & Council, Martha. (2020). Distance learning in the era of COVID-19. Archives of Dermatological Research. 1-2. DOI:

Taylor, D. B. (2020). How the coronavirus pandemic unfolded: A Timeline. New York Times.

Tomasik, M. J., Berger, S., & Moser, U. (2018). On the development of a computerbased tool for formative student assessment: Epistemological, methodological, and practical issues. Frontiers in Psychology: Educational Psychology, 9, 2245.

Tomasik, Martin & Helbling, Laura & Moser, Urs. (2020). Educational Gains of In-Person vs. Distance Learning in Primary and Secondary Schools: A Natural Experiment During the COVID-19 Pandemic School Closures in Switzerland. International Journal of Psychology. DOI:

Wingo, N. P., Ivankova, N. V., & Moss, J. A. (2017) Faculty perceptions about teaching online: exploring the literature using the technology acceptance model as an organizing framework. Online Learning, 21(1), 15-35. DOI:

Zar, H. J., Dawa, J., Fischer, G. B., & Castro-Rodriguez, J. A. (2020). Challenges of COVID-19 in children in low- and middle-income countries. Paediatric Respiratory Reviews, 35, 70-74.




How to Cite

El Guessab, K., Vyazova, R., Ubeyvolk, O., Kurguzov, A., & Kompaniiets, L. (2021). The Contemporary Distance Learning Industry in the Context of COVID-19. Postmodern Openings, 12(2), 494-509.



Research on Covid-19 Pandemic

Publish your work at the Scientific Publishing House LUMEN

It easy with us: publish now your work, novel, research, proceeding at Lumen Scientific Publishing House

Send your manuscript right now