During the covid-19 pandemic, schools at all levels were often closed and online distance instruction (ODI) was applied. The main objective of this research was to discover the main didactic features of online distance instruction; and based on the collected data to define didactic recommendations towards improving the quality of the process. Five hypotheses were set that evaluated students’ opinions in the areas of teachers’ support for learners within ODI, types of sources exploited within ODI, means used for practising and fixing new knowledge within ODI, assessment of learners’ performance within ODI, and students’ feedback on ODI. In total, 272 respondents from upper secondary and higher education institutions participated in the research. Each respondent described the process of online distance instruction in two courses they selected of 64: (1) in a course that they appreciated, liked, enjoyed, and considered efficient from the point of view of their learning; (2) in a course that caused them discomfort in learning, as it was conducted in a way that did not suit them, and their learning did not bring the expected learning outcomes. Data were collected via a questionnaire; Chí-square test, adjusted residuals, and t test for comparison of means were calculated. Before the research started, teachers were trained in online distance instruction. Therefore, we expected that they will be competent in designing online distance courses and the courses will follow didactic principles. The results discovered significant differences in the frequency of occurrence of observed features in courses that received positive feedback compared to those having negative evaluation. However, some exceptions were detected.

在 covid-19 大流行期间，各级学校经常关闭，并采用在线远程教学 (ODI)。本研究的主要目的是发现在线远程教学的主要教学特征；并根据收集到的数据确定教学建议，以提高流程质量。设置了五个假设来评估学生在 ODI 中教师对学习者的支持、ODI 中利用的来源类型、ODI 中用于练习和固定新知识的手段、ODI 中学习者表现的评估以及学生对 ODI 的反馈。总共有 272 名来自高中和高等教育机构的受访者参与了这项研究。每个受访者在他们选择的 64 门课程中描述了在线远程教学的过程：(1) 从他们的学习角度来看，他们欣赏、喜欢、享受并认为有效的课程；（二）在课程中学习不适应，学习方式不适应，学习没有达到预期的学习效果。数据是通过问卷收集的；卡方检验、调整残差和计算均值比较的t检验。在研究开始之前，教师接受了在线远程教学培训。因此，我们希望他们有能力设计在线远程课程，并且课程将遵循教学原则。结果发现，与接受负面评价的课程相比，收到积极反馈的课程中观察到的特征出现频率存在显着差异。但是，检测到一些异常。