The COVID-19 pandemic, globally spread, has caused major changes in the educational field in Romania: the closing of schools, the transition from physical to online learning, based on digital platforms and applications, but also the transition from predominantly traditional face-to-face teaching-learning-assessment methods to strategies and tools adapted to the online/virtual environment. The adoption of online teaching was considered a sudden decision, causing teachers to take responsibility for adapting and implementing the educational process and learning in the online environment. In contrast to other papers in which aspects related to the quality of training carried out in the online environment, the advantages or disadvantages of one or another mode of delivery of didactic content are analyzed, in this paper I will emphasize the factors that distort or hinder effective virtual didactic communication. The COVID-19 pandemic, globally spread, has caused major changes in the educational field in Romania: the closing of schools, the transition from physical to online learning, based on digital platforms and applications, but also the transition from predominantly traditional face-to-face teaching-learning-assessment methods to strategies and tools adapted to the online/virtual environment. The adoption of online teaching was considered a sudden decision, causing teachers to take responsibility for adapting and implementing the educational process and learning in the online environment. In contrast to other papers in which aspects related to the quality of training carried out in the online environment, the advantages or disadvantages of one or another mode of delivery of didactic content are analyzed, in this paper I will emphasize the factors that distort or hinder effective virtual didactic communication.

didactic communication, online education, management, barriers, impact, errors