The unexpected transition to a distance learning format - the forced and immediate action and not all institutions were prepared for the fundamental readjustment. Attitudes towards distance learning technologies are under “pressure”, however, the term “online learning” is used whenever there is a lack of personal contact, which leads to the inaccurate deductions. In the present situation, it would be unreasonable to use the term online learning even concerning the use of massive open online courses, since the rapid students’ transfer in the mid-term without prior arrangements and proper follow-up prevent students to realize the benefits of this technology. The emergency distance learning approach in a pandemic environment differs significantly from well-planned online learning through massive open online courses. Unfortunately, scientific discussions are often closed and research results do not go beyond the scientific community. However, it is benign to say that experimental studies conducted have verified that the efficiency of online learning is no less than, and in some cases even surpasses, conventional face-to-face learning by educational results. Therefore, what is this educational technology? What determines the effectiveness of distance learning? And why should this technology be distinguished from distance learning under extreme conditions?

online education quality, online education adaptation, universities, educational process quality, e-learning platform, students’ preferences