Online instruction, Distance instruction, Upper secondary, Higher education

The paper deals with the re-thinking and re-defining the process of online distance instruction. The main objective of the presented research is to detect crucial features of the process of online distance instruction and propose didactic recommendations towards improving the quality. Data were collected via a questionnaire consisting of 18 items requiring both multiple-choice and open answers. The research sample included 272 respondents attending upper secondary and higher education institutions in the xxx Republic. Each respondent provided feedback on two courses taught within the winter semester (Sept 2020–Jan 2021). First, they reflected on the course they appreciated, liked the learning in it, and learned as much as possible. Second, they described the course which was designed and conducted in an inappropriate and unsatisfactory manner from their point of view, a course which did not suit their learning. Courses were assessed using four criteria: (1) First contact and communication, (2) Learning content acquisition, (3) Learning content delivery, (4) Student’s final feedback on online distance instruction, including teachers’ and learners’ effort devoted to teaching and learning, and the quality of learning outcomes. Based on the collected data, didactic recommendations were defined towards designing and conducting helpful online distance courses.