Table 2.
Full list of questions, statistics and direction of observed differences
| Question | CON/SIDYS/CDYS comparison | |
|---|---|---|
| Statistics | Direction of differences | |
| Score your stress related to: | ||
| Weekly homework | F(2,567) = 6.308, p < 0.01 | CON < CDYS, SIDYS |
| Presentations on the forum of the group in the video-conference mode | F(2,269) = 7.476, p = 0.001 | CON < CDYS, SIDYS |
| Tests with short open answers | n.s | – |
| Papers, essays written with a time limit to get credit for the course | n.s | – |
| Tests with closed questions on the e-learning platform | n.s | – |
| Tests on the e-learning platform with a set time limit | n.s | – |
| Tests with the inability to return to the previously given answer during the test | n.s | – |
| Tests with penalty for the wrong answer | n.s | – |
| Oral credits in the video-conference mode | F(2,446) = 5.129, p < 0.05 | CON < CDYS < SIDYS |
| The need to learn to use new IT tools by participating in remote learning (Kampus platform, Google tools and/or others) | F(2,603) = 3.776, p < 0.05 | CON < CDYS, SIDYS |
| The need to acquire knowledge about the equipment and technologies needed for the time or exam (camera, microphone, computer, high-speed Internet) | F(2,620) = 9.864, p < 0.001 | CON < CDYS, SIDYS |
| How much do you agree with these statements: | ||
| I am able to complete the tasks on time | F(2,630) = 6.792, p = 0.001 | CON > CDYS, SIDYS |
| I feel more under time pressure on remote deadlines than I did when the classes were held in class | F(2,630) = 14.019, p < 0.001 | SID > CDYS > CON |
| E-learning requires more writing and reading than classroom teaching | F(2,630) = 3.129, p < 0.05 | SIDYS > CON |
| It is more difficult for me to contact a lecturer than when teaching was done in the classroom | F(2,630) = 6.918, p = 0.001 | CDYS, SIDYS > CON |
| It is more difficult for me to complete subjects in remote learning than in class | F(2,630) = 8.618, p < 0.001 | CDYS, SIDYS > CON |
| During remote learning, I can better adjust my learning pace to learning—for example, I can take more breaks and work at different times of the day | n.s | - |
| During remote learning, I can better adapt the learning to my schedule—I can play audio or video recording every time I need it | F(2,630) = 3.225, p < 0.05 | CON > SIDYS |
| During remote learning, I am more motivated to learn because I control what and when I learn | n.s | - |
| It is hard for me to study remotely because I'm unfamiliar with new technologies | F(2,630) = 4.922, p < 0.01 | CDYS, SIDYS > CON |
| It is more difficult for me to study remotely, because it requires programs, which I did not use at the university before | F(2,630) = 3.367, p < 0.05 | SIDYS > CON |
| It is more difficult for me to understand a remote lecture than a classroom one | n.s | – |
| It's harder for me to work on a computer because there are more distractions (social networks, e-mail, news sites) | n.s | – |
| It is easier for me to study remotely because I have the impression that the teachers treat the student more individually | n.s | – |
| It is harder for me to study remotely because I feel anonymous | n.s | – |
| It is easier for me to study remotely, all the necessary aids are in place and I do not have to spend time looking for them in the library | n.s | – |
| I feel that I am more involved in studying remotely than in in-site mode | n.s | – |
| If you were having difficulties during remote learning, could you have referred to the lecturer and/or support provider? | n.s | – |
n.s non-significant