# Study of the Organization and Implementation of E-Learning in Wartime Inside Ukraine
## 4 Insights from the Research
\begin{table}
\begin{tabular}{c c c c} \hline \hline
**Constructions** & **Measurement Object** & **FL** & **[PERSON]’s \(\mathbf{\alpha}\)** & \
\begin{tabular}{c} **Mean** \\ **Value** \\ \end{tabular} &
\begin{tabular}{c} **Common** \\ **Display** \\ \end{tabular} \\ \hline \multirow{8}{*}{E-learning Awareness} & E-learning carried out in the educational institution & 0.831 & 0.865 & 0.682 & 0.865 \\  & E-learning elements implemented in one’s own activities & 0.829 & & \\  & Most common web services (Udemy, & & \\  & Edmodo, Coursmos, Peer 2 PeerUniversity, & & \\  & EduBrite, Moodle, Cornerstone, & & \\  & OnDemand, Versal, Basecamp, Stepic) used in one’s own activities & & \\ \hline \multirow{8}{*}{E-learning Self-sufficiency} & I use online tools to create my own resources & 0.768 & 0.788 & 0.508 & 0.755 \\  & I implement social networks for e-learning I apply colleagues’ electronic resources for my e-learning organization & 0.685 & & \\ \hline \multirow{8}{*}{Self-efficacy of Web Tools for E-learning Implementation and Organization} & Learning Apps, mental maps (mind maps), applying for the educational material presentations & 0.703 & 0.794 & 0.539 & 0.777 \\  & Video lessons and presentations used in e-learning but created by other authors, colleagues and people & & & \\ \cline{1-1}  & The cooperative participation with university colleagues relative to the content of websites, electronic courses, etc. & & & \\ \hline \multirow{8}{*}{Self-study of the E-learning Organization and Implementation} & The rational use of one’s own electronic tools & 0.791 & 0.837 & 0.609 & 0.861 \\  & ICT as a means of continuous learning ICT as a means of the teacher’s and student’s interaction & 0.765 & & \\ \hline \hline \end{tabular}
\end{table} 
Table 2: Construction reliability and validity results. \begin{table}
\begin{tabular}{c c c} \hline \hline
**Distribution Name** & **Quantity** & **Percentage** \\ \hline \(\bullet\) & Gender: & \\ male & 121 & 52.61\% \\ female & 109 & 47.39\% \\
**Total** & **230** & **100\%** \\ \(\bullet\) & Teaching Experience: & \\
0–3 years & 74 & 32.17\% \\
4–10 years & 51 & 22.17\% \\
11–20 years & 49 & 21.3\% \\
21–35 years & 28 & 12.17\% \\ more than 35 years & 28 & 12.17\% \\
**Total** & **230** & **100\%** \\ \(\bullet\) & Educational Level: & \\ student-teacher & 143 & 62.17\% \\ graduate student & 74 & 32.17\% \\ general secondary school & 3 & 1.3\% \\ teacher & \\ senior university teacher & & \\ associate professor & 8 & 0.87\% \\ professor & 2 & 3.48\% \\
**Total** & **230** & **100\%** \\ \hline \hline \end{tabular}
\end{table} 
Table 1: The teaching staff’s sample distribution. So, based on the findings, we identified four groups of constructions and ranked them using [PERSON]'s \(\alpha\): (1) The e-learning awareness is the highest, as the [PERSON]'s \(\alpha\) index is 0.865. This means that a teaching staff's great desire to master their own knowledge with the help of modern technologies is impossible without them, as educational activities in critical situations are impossible without them. It is worth noting that, in the present study, the vast majority of teachers are young specialists with little work experience (from 0 to 3 years), but this, as we can see, is not an obstacle. On the contrary, young people strive for the development of their competencies. (2) The self-study of the e-learning organization and implementation construction has concluded, but after data analysis, it took the second place honorably due to its indicator (0.837). Teachers believe that they are able to rationally use their own electronic tools (video lessons, presentations, electronic tests, smart cards, simulators, blogs, Google Classroom) at each level; their percentage ratio was 57.1%. In addition, 42.9% of teachers answered \"Yes\", which means that the ICT is a tool for lifelong learning. This construction leads to the respondents' division into three groups.