Seoses COVID-19 leviku ja eriolukorraga seotud massilisele distantsõppele üleminekuga kõrghariduses on tekkinud suurepärane olukord hinnata distantsõppe tõhusust ja sobivust erinevatele õppijatele ning leida lahendused õppe tõhustamiseks ning õppijate kaasamist toetavate meetmete väljatöötamiseks. Eriolukorrast tingitud muutunud õppekorraldus on esitanud väljakutse nii ülikoolidele kui õppe pakkujatele kui ka üliõpilastele, kes distanstõppes osalevad. Lisaks distsantsõppe korraldusele ja õpetamisstrateegiatele mängivad distantsõppe tõhususes suurt rolli täiskasvanud õppija õpioskused, sh eneseregulatsioonioskused.
The study aimed to analyze the coping of Tallinn University (TLU) in the conditions of distance learning and to map the bottlenecks in order to be better prepared to carry out the learning process in similar situations in the future. We looked for answers to the following questions: ● How did students and lecturers assess the organization of studies and the support offered in emergency distance learning? ● How did the unusual situation affect the study load of students and the workload of lecturers, and what factors were the primary contributors? ● What were the distance learning strategies and practices that most supported learning from the perspective of both students and lecturers? ● What aspects predicted effective coping in distance learning for both students and lecturers? ● What was the combined effect of students' characteristics and distance learning strategies on student involvement and meaningful learning? To map the TLU lecturers’ and students’ experiences of distance learning during COVID-19 crisis a written survey was carried out. In addition, interviews with lecturers with different previous e-learning experience and a representative of the e-learning centre were conducted. Learning analytics from the most used e-learning environments in TLU were also collected.