<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2178-5201</journal-id>
<journal-title><![CDATA[Acta Scientiarum. Education]]></journal-title>
<abbrev-journal-title><![CDATA[Acta Educ.]]></abbrev-journal-title>
<issn>2178-5201</issn>
<publisher>
<publisher-name><![CDATA[Editora da Universidade Estadual de Maringá - EDUEM]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2178-52012024000100313</article-id>
<article-id pub-id-type="doi">10.4025/actascieduc.v46i1.64144</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Challenges of distance learning at the universities of Georgia during the covid-19 pandemic]]></article-title>
<article-title xml:lang="pt"><![CDATA[Desafios do ensino a distância nas universidades da Geórgia durante a pandemia de covid-19]]></article-title>
<article-title xml:lang="es"><![CDATA[Desafíos de la educación a distancia en las universidades da Georgia durante la pandemia de covid-19]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Verulava]]></surname>
<given-names><![CDATA[Tengiz]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Shengelia]]></surname>
<given-names><![CDATA[Kakha]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Makharashvili]]></surname>
<given-names><![CDATA[Giorgi]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Caucasus University  ]]></institution>
<addr-line><![CDATA[Tbilisi ]]></addr-line>
<country>Georgia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>46</volume>
<numero>1</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2178-52012024000100313&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2178-52012024000100313&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2178-52012024000100313&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT. Besides many health problems and challenges, the covid-19 pandemic had a major impact on social, economic, political, and educational processes. The study aims to assess the consequences of distance learning as a result of the pandemic from the perspective of students and teachers. Quantitative research was conducted. Respondents evaluated the process of distance learning positively since they had a satisfactory opportunity to attend lectures from any location, thus it saved costs, they learned new skills, gained valuable experience, and had more free time left than ever before. Using the Likert scale, the distance learning process was positively assessed by students (3.2 points) and teachers (3 points). The majority of students (n = 288, 69%) prefer the hybrid model, which combines online learning and face-to-face methods, as it considered students&#8217; own choices in a superior way. Respondents pointed out some deficiencies such as limited communication, technical access difficulties, low quality and malfunction of internet access, inconvenient environment, student&#8217;s involvement process, and complicated social relationships. Despite some challenges, students and teachers could adapt to the new learning methods of full distance learning. The majority of students and lecturers agreed with hybrid learning which combines online learning and face-to-face methods. The covid-19 pandemic changes not only the utilization of technology in education but the pedagogy strategies in the future.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO. A adaptação ao ensino à distância, que é uma das formas mais eficazes de combate à pandemia de covid-19, provocou inúmeros desafios à sociedade e à economia. O estudo tem como objetivo avaliar as consequências do ensino a distância, em decorrência da pandemia, na perspectiva de alunos e professores. Nosso estudo foi pautado em uma pesquisa quantitativa. Os entrevistados avaliaram o processo de ensino a distância de forma positiva, pois tiveram uma oportunidade de assistir às palestras de qualquer local, economizando custos, aprendendo novas habilidades, ganhando uma experiência valiosa e tendo mais tempo livre. Utilizando a escala Likert, o processo de ensino a distância foi avaliado positivamente por alunos (3,2 pontos) e professores (3 pontos). A maioria dos alunos (n = 288, 69%) prefere o modelo híbrido, que combina aprendizagem online e métodos presenciais. Os entrevistados apontaram algumas deficiências como comunicação limitada, dificuldades de acesso técnico, baixa qualidade e mau funcionamento do acesso à internet, ambiente inconveniente, processo negativo de envolvimento do aluno, e relações sociais complicadas. Apesar de alguns desafios, alunos e professores puderam se adaptar aos novos métodos de aprendizagem do ensino integral a distância. A maioria dos alunos e professores concordaram com a aprendizagem híbrida que combina aprendizagem online e métodos presenciais. A pandemia do covid-19 muda não apenas a utilização da tecnologia na educação, mas as estratégias pedagógicas no futuro.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN. Además de muchos problemas y desafíos de salud, la pandemia de covid-19 tuvo un gran impacto en los procesos sociales, económicos, políticos y educativos. El estudio tiene como objetivo evaluar las consecuencias de la educación a distancia, como resultado de la pandemia, desde la perspectiva de estudiantes y docentes. Nuestro estudio se basó en una investigación cuantitativa. Los encuestados califican positivamente el proceso de aprendizaje a distancia, ya que tienen una oportunidad increíble de asistir a conferencias desde cualquier lugar, ahorrando costos, aprendiendo nuevas habilidades, adquiriendo una experiencia valiosa y teniendo más tiempo libre que nunca. Utilizando la escala de Likert, el proceso de aprendizaje a distancia fue evaluado positivamente por estudiantes (3,2 puntos) y docentes (3 puntos). La mayoría de los estudiantes (n = 288, 69%) prefieren el modelo híbrido, que combina el aprendizaje en línea y los métodos presenciales, ya que considera las elecciones de los estudiantes de una manera superior. Los encuestados señalaron algunas deficiencias, como comunicación limitada, dificultades de acceso técnico, baja calidad y mal funcionamiento del acceso a Internet, entorno inconveniente, proceso de participación de los estudiantes y relaciones sociales complicadas. Apesar de algunos desafíos, alumnos y profesores pude adaptar a los nuevos métodos de aprendizaje de enseñanza integral a distancia. A maioria dos alumnos y profesores concordaram com aprendizagem híbrido que combina aprendizagem online y métodos presenciales. A pandemia do covid-19 muda não apenas a utilização da tecnologia na educação, mas as estratégias pedagógicas no futuro.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[distance education]]></kwd>
<kwd lng="en"><![CDATA[distance learning]]></kwd>
<kwd lng="en"><![CDATA[online education]]></kwd>
<kwd lng="en"><![CDATA[educational technologies]]></kwd>
<kwd lng="en"><![CDATA[quality]]></kwd>
<kwd lng="pt"><![CDATA[educação a distância]]></kwd>
<kwd lng="pt"><![CDATA[ensino a distância]]></kwd>
<kwd lng="pt"><![CDATA[educação online]]></kwd>
<kwd lng="pt"><![CDATA[tecnologias educacionais]]></kwd>
<kwd lng="pt"><![CDATA[qualidade]]></kwd>
<kwd lng="es"><![CDATA[educación a distancia]]></kwd>
<kwd lng="es"><![CDATA[la educación a distancia]]></kwd>
<kwd lng="es"><![CDATA[educación en línea]]></kwd>
<kwd lng="es"><![CDATA[tecnologías educativas]]></kwd>
<kwd lng="es"><![CDATA[calidad]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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