ANALYSIS OF THE TRANSITION FROM ONLINE EDUCATION TO FACE-TO-FACE EDUCATION IN TEXTILE ENGINEERING AFTER THE COVID 19 PANDEMIC A. Buhu, L. Buhu “Gheorghe Asachi” Technical University of Iasi, Faculty of Industrial Design and Business Management (ROMANIA) Abstract Traditional education offers students and teachers a multitude of learning options. These options related to direct contact between the two parties and access to school infrastructure. In the pandemic, it found that this mode of education in extreme situations is not appropriate. The rapid transition from the traditional face-to-face system to online learning has led to problems related to: the infrastructure of schools and students as well as the degree of preparation of teachers for the use of appropriate tools for content creation. The paper presents an analysis of the transition from fully online learning, to blended learning and then to the return to traditional learning, in the case of students enrolled in an engineering course. The transition from the online to the blended system was made to allow students access to practical activities in laboratories during the pandemic. The return to the traditional system took place during the same semester, which led to a series of unexpected consequences. The students preferred to continue their activity on the University's Moodle platform, even if they were physically present in the practical activities - solving the tests and making the essays, the attendance at the courses changed and they preferred to take the exam on the platform. From the teacher's point of view, the materials for both physical and online activities were made and adapted, the blended learning model being more efficient. Keywords: eLearning, Moodle, blended learning. 1 INTRODUCTION The education literature describes Covid-19 as a “game changer” [1] due to the fact that schooling, as it was known, has been seriously disrupted and calls to change the status quo are increasing [2–6], highlighting a number of important aspects. First, the Covid-19 pandemic has highlighted the fact that "home learning" together with working from home is not a very good combination for society and the state. Even if various flexible arrangements can made regarding working from home, and these can continue even after the end of the pandemic, things are not the same with regard to education. I think that parents could more easily understand the importance and role of teachers and education [7]. Secondly, the quarantine has forced schools to enter the online teaching system, with more or less success. Teachers in general have had to familiarize themselves with new teaching technologies to an unprecedented extent. These technologies, many unknown to teachers, have become familiar in a relatively short time due to the benefits related to the creation of learning contents, their calibration, the effectiveness of different platforms in engaging students in learning activities, in the creation of content and its delivery by teachers. Despite all these benefits, many participants in the learning process longed for the face-to-face interaction, namely the formal and informal communication that is the basis of communication, education and community. Third, these recent experiences have raised awareness of inequalities due to concerns about access to hardware and software, as well as quiet spaces for work and learning, providing further evidence that schools be seen as “safe havens” of challenges, respect and care. Fourthly, these considerations have highlighted the need to review the school as a "public good" [8] to which governments must commit themselves with sustained and adequate resources. This approach will have to prevent those who use the potential of technologies in the field for profit, and want to privatize teaching and learning, to further exacerbate the inequalities that, in recent years, have been repeatedly shown to increase [9]. This has required a rapid change in how teachers prepare teaching materials and how they teach. The changes were to become familiar with online educational technologies, technologies that existed but were less used in the traditional system. The first step consisted in quickly adapting to the use of different Proceedings of ICERI2022 Conference 7th-9th November 2022 ISBN: 978-84-09-45476-1 5413