Abstract:
In 2020, as a result of the Covid-19 pandemic, certain restrictions were introduced in Georgia, which significantly affected the learning process, and distance learning (DL) was introduced throughout the country. This has created significant problems for both students and teachers. Students from low-income families living in high mountain regions and teachers who do not have the skills to use information technology found themselves in a
difficult situation. The aim of this article is not to find the ways of solving problems of DL but to show the statistical trend of difficulties from socio-economic perspective.
Based on expert assessment methods, three large universities in Georgia were analyzed using the method of integral assessment. Challenges of DL were observed taking into account teachers' qualifications, age categories, gender and other social and demographic parameters
Description:
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