Abstract:

With the onset of the Sars Covid-19 pandemic, daily life had to adapt so that the risk factor for infection to be minimized and the medical, economical, social and educational fields were influenced. All the teaching systems and the efficiency of them in this context had to be rethought so as to adapt to a new determining factor, but without completely nullifying the principles and theories of an effective alternative education, based on social and psychological studies of hundreds of years. The move of the teaching system in the virtual environment raised management and leadership problems, being necessary to rethink the entire curriculum, the evaluation method, requiring the acquisition of digital techonologies and resources for learning , the elaboration of new strategies in order to minimize the educational disruption and to keep student engaged and to prevent school dropout. Even if this situation was new and required adaptability for most of the European country in Norway, at the Norwegian University College for Agriculture and Rural Development from Bryne, students can receive a Degree in Rural Development studying through online learning, with only a few days per month residence on campus. This Norwegian university offered online courses a few years before the start of the pandemic, this style of teaching and learning being due to the very long distances between localities in Norway and the climatic conditions that make traffic difficult at certain times of the year. The aim of this article is to present comparative the case study of the Faculty of Architecture and Urbanism, “Politehnica Timișoara” in the process of transition from face tot- face to remote Learning, the main difficulties experienced mainly because there are many courses with practical work and the case study of the Norwegian University of Bryne. There are going to be presented comparative the technologies and resources for learning, the evaluation methods and strategies for engaging students in group activities and creating a community.

Keywords:

Distance learning, educational disruption, practical project, adaptability, architecture and design, digital resources, school dropout.