Difficulties of pupils and teachers in the period of compulsory distance education

This thesis presents the experiences, insights and experiences of participants in online and offline distance education in a selected primary school during the covid-19 pandemic. The thesis focuses on the educational and hidden difficulties of students and teachers in one primary school, coming as a result of the transition of full-time study to distance or irregular hybrid learning, but also focuses on the pedagogical activities of teachers under the influence of online learning. For schools and especially for their teachers in the era of mandated distance education, it was necessary to change their ways of working, to choose methods and forms not used so far, to adapt didactics to the virtual socio-space and to significantly change the existing pedagogical communication, ways of self-reflection and evaluation of students' activities. The aim of the work is to search and record knowledge and information from educational actors about the impact of online distance learning, to analyze and compare these findings and to elaborate an overview of possible learning difficulties and their impact on further education. The empirical part of the thesis presents a qualitative research and description of the experiences of students and teachers in one primary school, as a result of the impact of distance..