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The purpose of the article is to describe the general features, advantages and disadvantages of online painting education. Research methodology. In the course of the study, general scientific (analysis, synthesis, generalisation, comparison) and special methods and approaches, including those integrated from art history, information technology, pedagogy, and psychology, were used. This methodological interdisciplinarity allowed for a better understanding of the direction of the main changes and trends in modern education, in particular in artistic specialities. The scientific novelty lies in the identification and characterisation of the advantages and disadvantages of online painting education. Conclusions. Online education in painting has a number of features, advantages and disadvantages that relate to both general educational and specific limitations. This requires constant monitoring and consideration in the planning and implementation of the educational process. The advantages include: accessibility, flexibility in choosing time and place, the possibility of studying at a distance, access to a large amount of traditional and modern resources, reduced material costs, wide possibilities of digital technologies, the possibility of attracting specialists and artists from around the world. These advantages can be defined as purely material and pragmatic. The disadvantages of online painting training can be divided into two groups: material and pragmatic (limited access to physical tools, materials, specific equipment, communication problems and technical difficulties) and motivational and irrational (lack of personal contact, lack of motivation and self-discipline, lack of a specific creative and artistic atmosphere). Material and pragmatic deficiencies are closely related to motivational and irrational ones, since they can cause stress and affect the inspiration of future artists.

ESP as a branch of Applied Linguistics is concerned with teaching, testing methods, analysis of students' demands and inquiry into the linguistic and discourse structures of specific texts. ESP is a very important subject in Universities nowadays for many reasons. Technology is mostly developed in English speaking countries and specialized language is so widely used in all walks of life. ESP courses aim to prepare students with skills and vocabulary required in their studies and professions. They have to attend conferences, workshops and seminars worldwide and specific terminology is intertwined with their research area. In the case of teaching and learning English for IT, being familiar with the technical terms, translation of equivalent terms, using specific language in communication, are among the challenges. Grammar is an important skill for language mastery though not included in ESP course books and syllabi. Compiling adequate syllabuses based on the five skills including Grammaring is crucial. Through this paper it is aimed to present challenges of Teaching English for IT students, and suggest effective teaching techniques to overcome them. It is observed and hinted that ESP lecturers teach with more than one coursebook including materials drawn from real life, this way introducing a new and effective approach to teaching ESP. Professional knowledge is never enough in a certain study area. Communication and performance are the key for success or failure in the long run of ongoing education.

Received: 29 March 2021 / Accepted: 23 June 2021 / Published: 8 July 2021

This paper discusses several benefits of the online educational experience, specifically as it pertains to the adult learner. The paper focuses on the aspects of collaboration, flexibility, and cultural opportunities. The work concludes that online education is ideal for adult learners because of the aspects of collaboration, flexibility, and diversity it provides utilizing the constructivist approach.

The purpose of this study is to analyze the involvement of students in the learning process in online platforms to understand more about the advantages and disadvantages of this process as well as its challenges in general and of foreign language students in the master degree programme in particular. The information gathered from 50 respondents through the questionnaire is analyzed through the computer program SPSS 25 in order to obtain a more complete and professional analysis. The questionnaires were filled out by the foreign language students in the master degree programme at Aleksander Moisiu University, Durres - Albania during the period January - March 2022. The findings of the paper prove that online learning experience depends mainly on online learning activities, reading and writing during online courses, tests and evaluations; student engagement in online learning depends mainly on activities that are performed during the process of online learning, in addition to the writing and reading process of the foreign language; the employment status of foreign language students studying in the master programme has influenced the educational process developed on online platforms; and sstudents' inclusion in the educational process on the online platform has an impact on their academic level.

Received: 24 August 2022 / Accepted: 28 October 2022 / Published: 5 November 2022

Abstract
The article deals with the research on assessment preferences reflected in learning styles within English for Specific Purposes (ESP) instruction on the higher education level. The sample group consisted of 287 respondents of the Faculty of Informatics and Management, University of Hradec Kralove, Czech Republic. The main objective of the research was to discover expected correlations between respondents' learning styles and relating preferences in selected assessment formats. Two questionnaires were applied to reach the objective; however, the expectations did not prove. The discovered findings were discussed within the world context.

As we know, COVID-19 pandemic in Indonesia still has been running since early March 2020. At this time, it has raised more than one million confirmed cases and also gives huge effects to all fields including Education. In responding the situation, Indonesian Government through Minister of Education and Culture chose and announced to hold long distance learning at home as a temporal alternative way in order to prevent COVID-19 spreading through schools or colleges (an official letter of General Secretary of Minister of Education and Culture number 15 year 2020 about guidance of learning from home during the pandemic), so online learning is chosen as one of alternative ways during this pandemic

As we know, COVID-19 pandemic in Indonesia still has been running since early March 2020. At this time, it has raised more than one million confirmed cases and also gives huge effects to all fields including Education. In responding the situation, Indonesian Government through Minister of Education and Culture chose and announced to hold long distance learning at home as a temporal alternative way in order to prevent COVID-19 spreading through schools or colleges (an official letter of General Secretary of Minister of Education and Culture number 15 year 2020 about guidance of learning from home during the pandemic), so online learning is chosen as one of alternative ways during this pandemic

The pandemic of COVID-19 situation has converted the teaching and learning process from face-to-face interaction in the classroom into virtual classroom environment. This condition caused challenges for many parties, including teachers as the main agent in the classroom. This study is intended to find out the teachers' barriers and supports in conducting online learning. A descriptive qualitative method design through an open-ended questionnaire was chosen. Interview were also used to triangulate the data. Twenty-one teachers from sub-urban areas in Cimahi and Bandung were selected as the participants. The findings revealed three issues becoming teachers' challenges, namely, technology, course content, and students. In the first issue, the classic problem of online learning occurred, which was internet connectivity. The second problem was that the teachers had obstacles in making adjustments to design, deliver, and follow-up the material. Then the last issue was the students' participation as well as technological access. Regarding the supports, the teachers had gained back up from the government, school, and parent in conducting online learning. Furthermore, this study recommended three optional solutions to help the teacher facing their barriers in virtual teaching, in terms of students' participation in online learning, learning materials, and facilities in supporting the learning activities.

As a response to the Philippine government's prolonged community quarantine measure to tackle the coronavirus outbreak, educational institutions have shifted their mode of teaching and learning towards distance education despite resistance from various sectors. This paper examines the ways an educational provider taps elements of its social capital such as closure and reputation, to establish enforceable trust from clients and their network to enroll in online learning; in addition, it explores the factors that clients consider in deciding to enroll their children in online distance learning. This study is informed by James Coleman's and Ronald Burt's conceptions of closure, trust, and reputation. It employs a case study approach, focusing on a Philippine Catholic parochial high school. Results show that closure is demonstrated through the school's dense social network with parents, students, and the community through the Catholic church. Closure and the school's intergenerational and social reputation facilitate the creation of trust, which increased senior high school enrolment, contrary to the pattern of private schools closing down due to insufficient enrolment. This study contributes to the literature in online distance education, by focusing on aspects of the social structure that function as resources for people and organizations to achieve their interests.

As a response to the Philippine government's prolonged community quarantine measure to tackle the coronavirus outbreak, educational institutions have shifted their mode of teaching and learning towards distance education despite resistance from various sectors. This paper examines the ways an educational provider taps elements of its social capital such as closure and reputation, to establish enforceable trust from clients and their network to enroll in online learning; in addition, it explores the factors that clients consider in deciding to enroll their children in online distance learning. This study is informed by James Coleman's and Ronald Burt's conceptions of closure, trust, and reputation. It employs a case study approach, focusing on a Philippine Catholic parochial high school. Results show that closure is demonstrated through the school's dense social network with parents, students, and the community through the Catholic church. Closure and the school's intergenerational and social reputation facilitate the creation of trust, which increased senior high school enrolment, contrary to the pattern of private schools closing down due to insufficient enrolment. This study contributes to the literature in online distance education, by focusing on aspects of the social structure that function as resources for people and organizations to achieve their interests.

Covid-2019 is still volatile. Restrictions on community activities have a broad impact on life, including education. Learning activities shift to online learning, causing psychological, health, infrastructure, and carrying capacity problems. This changing condition is a challenge and a challenge for students and educators. This study aims to find information about the challenges and opportunities in online learning so that the results of this study can provide policy recommendations in the implementation of learning in the following semester. This survey research was conducted by distributing a questionnaire (google form) to level 2 students at the State Islamic University of Maulana Malik Ibrahim Malang during three learning periods, namely the end of the even semester 2020/2021, odd semester 2021/2022, and even semester 2021/2022 to the same students. Students dominate the results of each aspect during online learning. What is obtained from this research is that online learning has challenges to try and at the same time as an alternative problem solving on the quality of education. Educational policies during the online learning period must also deliver attention to the psychological condition of students so that their physical and spiritual health is maintained. The government and other relevant agencies can fully contribute to implementing quality online learning. One of them is controlling and providing an equitable network throughout Indonesia to create quality online learning.

The rapid spread of the COVID-19 pandemic has created a disruption in Indonesia's education sector as teachers and students are unable to continue their teaching and learning activity in schools and/or universities. Consequently, this has forced governments to close schools and/or universities, and switch traditional learning to online learning. Therefore, this article aims to review the pedagogy in online learning. It focuses on the theoretical and practical concept of online learning in terms of technology integration, classroom interaction, and online assessment. During the implementation of online learning, there are numerous reported impacts, both opportunities and challenges, faced by teachers. First, online learning allows teachers to be flexible in integrating the technology tools and the internet in seek of knowledge and transfer it to others. Unfortunately, lack of knowledge and training of technology integration somehow is likely to face technical problem in use. Second, online learning promotes good and effective classroom interaction if some factors, such as instruction, learners, and physical factors are settled. Last, online learning facilitates teachers to conduct online assessments which are effective and efficient to be tested. Inopportunely, multiple challenges will be faced by them, such as validity and reliability of the test, and students' academic integrity.

The increasing demand for the implementation of an alternative learning scheme to aid the sudden setback in the field of education has been one of the most debated topics among the government and educational sectors worldwide. With the impossibility of face-to-face learning, the government had to devise an attainable learning substitution plan which resulted in the birth of online education. This study is one of the few studies that seek to determine the challenges and strategies used by freshman language learners in online education in the midst of a pandemic. Furthermore, a descriptive-qualitative design was employed in the study. Hence, the data were gathered using semi-structured interviews. The respondents for this study were identified by means of a purposive sampling technique. On that account, the respondents were handpicked in consideration to the inclusion criteria. Moreover, in depth individual interviews were conducted to seven respondents, five females and 2 males. To analyze the data, thematic analysis was utilized. The challenges that emerged in the study are the following: High-cost internet access, less social engagement and inactive class discussion, unfamiliarity of the new learning modality, internet connectivity, stress inducing school-works, lack of technological resources, location-related stressors and unpredictability of power outages. The paper concludes with the four emerging themes concerning the strategies freshman language learners use in online education and how those strategies aid the aforementioned challenges.

The COVID-19 pandemic led to an expansion and increase in the demand for online teaching and learning across the globe. Online teaching and learning is attracting a large number of students for enhanced learning experiences. However, there are many challenges and hindrances that pose a problem in the smooth learning. The impediments in the learning process are suppressing the advantages that may aid the learners with augmented learning sessions. The article presents some challenges faced by teachers and learners, supplemented with the recommendations to remove them. JEL Code: A20