Abstract:

Almost all universities around the world have been closed due to the COVID-19 pandemic. However, the educational process was not completely interrupted in many countries, and countries and schools turned to distance education practices. Various measures have been taken to ensure that students are not completely disconnected from educational processes by using technological tools such as television, online platforms, the internet, and mobile applications.

Many countries introduced distance education very fast after the closure of the schools. In this process, teachers were also expected to support students academically and to be included in the distance education process. However, in many countries, even if teachers want to contact their students, the number of countries where teachers are trained on "distance education" is minimal; In Europe and Asia, only 20% to 30% of countries provide training on distance education to teachers.

Many teachers and university professors who have never practiced remote education before and have not received sufficient training on how to deal with such a crisis in training processes were caught unprepared for these changes.

In many countries, teachers and professors are expected to take the initiative and carry out this process independently, and teachers are not getting enough support. Teachers who have limited skills in providing distance education face difficulties in effectively carrying out this process alone. In addition to the differences between teachers, the school's resources, students' access to digital tools, and their ability to use them, their socio-economic profile and students significantly impact how teachers spend their distance education.

Moreover, even if teachers have sufficient technological skills and can reach all students through communication channels, distance education may be insufficient for some age groups, class levels, lessons, and students. In addition, pedagogical methods and strategies to be used in distance education have to be different from those used in the classroom. To ensure the participation and motivation of students, to follow learning, to support students remotely, teachers need to use different methods and make more efforts.

The main aims of the current survey are:
- to explore the advantages and disadvantages of the remote studying process
- to work out effective methods which can help the teachers to master digital technologies
- to find the most effective ways of organizing the studying process
- to examine the most effective programmes and methods that can be applied in the process of remote studying.

This article can help teachers master new digital technologies and adapt to the new educational environment with the help of experiment in Chinese universities.

Keywords:

Remote studying, digital technologies, distance education, distance teaching.