. 2021 Oct 11;12:733554. doi: 10.3389/fpsyg.2021.733554

Table 3.

Descriptive results for groups and group comparisons of student perceptions of teaching and learning methods.

	Mostly synchronous			Mostly asynchronous
Measure	n	M	SD	n	M	SD	ANOVA
Lectures or student presentations via videoconferencing	999	2.99	0.88	811	2.07	0.75	F(1, 1,808)=558.25, p =0.00, η² =0.24
Recorded lectures or student presentations	978	2.29	0.97	807	3.08	0.97	F(1, 1,783)=292.57, p =0.00, η² =0.14
Discussions via chat tools or breakout rooms	978	2.47	0.96	807	1.89	0.73	F(1, 1,783)=198.84, p =0.00, η² =0.10
Discussions via forums	973	1.88	0.85	807	2.36	0.98	F(1, 1,778)=123.74, p =0.00, η² =0.07
Self-tests or self-assessments via LMS	981	1.85	0.89	812	1.92	0.90	F(1, 1,791)=2.30, p =0.09, η² =0.00
Practical work/labs	966	1.41	0.81	801	1.28	0.62	F(1, 1,765)=14.22, p =0.00, η² =0.01
Group work	978	1.91	0.96	810	1.83	0.93	F(1, 1,786)=3.26, p =0.07, η² =0.00
Teacher feedback to students	978	2.26	0.86	804	2.00	0.76	F(1, 1,780)=45.73, p =0.00, η² =0.03
Peer feedback	986	1.86	0.88	801	1.75	0.82	F(1, 1,785)=8.28, p =0.00, η² =0.01
Student feedback to the teacher	975	2.19	0.77	806	1.99	0.74	F(1,1,779)=31.64, p =0.00, η² =0.02
(online) Office hours	955	1.83	0.85	788	1.91	0.82	F(1, 1,741)=3.16, p =0.08, η² =0.00