In the distance learning process, teachers, students, parents and institutions must continue the teaching and learning process despite the various limitations. During the face-to-face learning process, instructions, concepts and feedback can be verbally communicated within a relatively short period of time; while teachers in the distance learning process must briefly express their thoughts in written form so that every student can clearly understand what is being done. It is not always an easy task. One of the challenges of the distance learning process is to find ways how to provide feedback to students in a timely and meaningful way to help them improve their performance, actively engage in the learning process, and not to lose the link between a student and a teacher. The article, using theoretical (scientific and methodological literature analysis) research methods, analyzes the concept and theoretical models of the distance learning process, describes the preconditions for feedback and the importance of feedback in the teaching and learning process. By analysing the importance of feedback, suggestions for improving the distance learning process have been developed.

Feedback delivery is an integral part of the learning process, which provides an effective teaching and learning process. Although students are primarily targeted to get a mark, there are a number of strategies that can be used to maximise students' involvement in the learning process, including providing effective feedback. Purposeful use of feedback through the pedagogical process contributes to a more active involvement of students by developing metacognitive skills (Nicol & Draper 2008). It is important to encourage students, in the learning process and outside it, to ensure reflection on feedback comments and to give preliminary assessment (Taras, 2003). The aim of the article is to update the importance of feedback in the pedagogical process by identifying theoretical regularity in the interpretation of the concept of feedback, as well as undertaking empirical research to clarify students' views on feedback and the effectiveness of its application in the learning process.

Today's society requires competitive professionals who can respond operationally to ever-changing life situations, think creatively, focus their activities on achieving the goals set and this is why the new challenge of the 21st century education is to balance vocational and general education objectives to meet changing societal needs. One aspect that arises directly from the quality of education is reflection. The aim of this study is to find the implementation of learning reflection by teachers and how the influence of the use of reflection in the learning process. Depending on the results of this research, it will be clear whether the teachers will use reflection as teaching and learning method in their lessons at school. This research used quantitative  method to determine the effect of reflection.  The type of research is quantitative research using an online survey method. The results of survey certifies that 64% of teachers agree that reflection helps the students to sort out their thinking process and allows them to improve on their own and 72% of teachers answered that they would like to continue to use reflection activities at their lessons because students’ curiosity can motivate them to engage in the learning process. Keywords: Learning, quality learning, reflection, schools, students, teachers

Delivery of feedback is an integral part of the learning process, which ensures an effective teaching and learning process. Although the students are primarily orientated to get a mark, there are a number of strategies that can be used to maximize students' involvement in the learning process, including providing effective feedback. When providing feedback to students, their lack of skills is analysed with a view towards improving these skills, and a constructive approach to learning applied raising awareness among students. Summarizing the data of empirical research, it can be concluded that students receive feedback, but it does not provide a complete picture about students’ achievements. Among students, there is also a view that teachers do not provide the feedback that would motivate them, and some say that for them feedback is not necessary. This means that in the pedagogical process, during the implementation of the conceptual framework of the new basic education curriculum, it is necessary to promote the importance of feedback in order to help students to appreciate it and thus improve their performance, which would contribute to the growth of teaching and learning.

The concept of inclusive education is considered as a tendency for the development of educational system. The effective implementation of this concept is closely related to the expansion of the professio-nal functions of the teachers. Accordingly, the teachers need professional competence, which allows to respect the educational needs of each student. The phenomenological study, presented in the publication, analyses teachers' associations about inclusive education. In this context, associations are considered as a philosophical-psychological category, which includes a link between the ideas and concepts, recalling their nature and defining their value. The research data is analysed employing a qualitative content analysis method. The results of the study revealed two directions related to the assumptions about inclusive edu-cation: some of the participants link their associations with available or well-known definitions of inclusive education, while some express associations based in their experience.