Abstract: This article attempts to describe the experience of the widespread application of distance learning due to the pandemic. Its general characteristics, which had already been preceded by scientific dialogue, were shown to the highest degree, when distance learning became an exclusive means of providing knowledge at all educational levels. Thus the easy accessibility, flexibility, and lower cost of distance learning have come to replace, albeit temporarily, the experiential and participatory learning that traditionally characterizes the educational process through physical presence (Burich, 2004). The all-round approach to this experience has led us to invoke classical theoretical learning models in an attempt to critically re-evaluate the complex process of acquiring knowledge. Recognizing the limits of distance learning is at the same time a challenge for the further methodological exploitation of a tool that, in many ways, is linked to the future of education in all subjects and at all ages.

Key words: education, distance learning, online education, schools & COVID-19