The study analyses distance learning experiences in enforced isolation during the COVID-19 pandemic. The aim was to summarize and analyze factors that, to a certain extent, influenced the effectiveness of distance learning for educators. In addition to the individual psychological characteristics of respondents, the study used an author’s questionnaire aimed at collecting information on the teaching characteristics in coronavirus. A valid sample of lecturers from Moscow and St. Petersburg leading universities took part in the research. Profiles were compiled in four age groups: novice teachers - 20–30 years old; experienced teachers - 30–40 years old, professionals - 40–50 years old and teachers before the retirement age - over 50. The data were analyzed through mathematical and statistical methods and SPSS 25. Significant links were identified between professional burnout constructs, distance-learning factors in COVID-19 conditions, procrastination and age. Factors that had a significant impact on distance learning were technical communication problems, the unexpected complete transition to distance learning, lack of live communication and the dramatically increased time teachers had to spend at the computer. Two age groups were the most exposed to professional burnout: teachers between the ages of 40 and 50 and over 50.