The role and importance of emotions in the situation of distance teaching-learning process during the pandemic of COVID-19

Abstract

People all over the world continue to adjust to the new reality we had to face with the COVID-19 pandemic outbreak, when some social restrictions have been enforced. These restrictions severely limited face-to-face interactions and included in particular work-from-home and study-from-home. The shift from face-to-face lessons to entirely virtual model resulted in implementing distance education technologies, students and teachers had to get used to using different online platforms, which caused many emotional reactions in the education process mostly because of omission of high-quality interaction and increase of individual work. Students, as well as teachers, had to adapt to these changes in a short period of time, which turned out to be extremely stressful for all members of studying-teaching process. 
 The purpose of this practice-based paper is to explore how teachers and students got adjusted to the situation and present the authors’ ideas on some problems they came across when working distantly during the period of Covid-19 pandemic. Emotions seem to be a pivotal point in education, so the authors mostly concentrate on general overview of connection between emotions on the whole and the emotional state of both parties of communication – teachers and students – and their role in successful teaching-learning process.