Distance learning as an unavoidable component of higher education during the pandemic

During the short period of time, the situation has changed dramatically and demanded significant correlations of our requirements and priorities in many areas, including the system of traditional higher academic education, which in turn revealed new opportunities, prospects, challenges, and even threats. The usual system of organizing the educational process (tests/exams) which is typical for full-time education is changing now. The initial euphoria from the widespread introduction of distance learning methods is replaced by anxiety and apprehension, taking into account the duration of the changing process of digital learning, as the only alternative platform that allows continuing the implementation of higher education as it is. However, studying the consequences of online learning, most researchers consider the problem: what impact digitalization of education has on a new contingent of students who are more adapted to global digitalization and do not feel stressed implementing new online resources. We could hardly say the same about the teaching staff of universities, where frequently the state of professional and emotional burnout due to the introduced distance learning forms is diagnosed. The purpose of this research consists of determining the correlation between the ratio of e-learning in the total academic load during the coronavirus pandemic and burnout at work among teachers implementing e-learning experience to achieve the best possible results, leveling the consequences of lockdowns, thereby preserving, and possibly expanding the boundaries of students’ professional competencies.