# 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 c} \hline \hline
**Question** & **Yes** & **No** & \
\begin{tabular}{c} **It is Hard for** \\ **Me to Say** \\ \end{tabular} &
\begin{tabular}{c} **I Have Decided to Leave My** \\ **Study/I Do Not Have Any** \\ **Ability to Check** \\ \end{tabular} \\ \hline Do you wish to undertake your study in the war time? & 60\% & 16\% & 24\% & 0\% \\ Do you have a desire to continue your studies during the & 25\% & 46\% & 29\% & 0\% \\ military operations in your territory? & 12\% & 83\% & 3\% & 3\% \\ Have you showed property that has been damaged in the war? & 46\% & 11\% & 39\% & 4\% \\ Have you had a chance to join the educational process & 30\% & 16\% & 50\% & 4\% \\ during the war (military operations)? & 59\% & 12\% & 29\% & 0\% \\ Can students be encouraged to study during the war? & 26\% & 35\% & 34\% & 3\% \\ \hline \hline \end{tabular}
\end{table} 
Table 4: The Students’ Attitudes to Studying During the War. Figure 3: The respondents’ place-of-study (image developed by the authors). Therefore, according to the conducted research, it has been established that students with a great desire to receive the education of their dreams do not have the proper conditions to study, and they feel uncomfortable while studying during the war. During our research, we have identified significant difficulties, due to which students cannot study at the appropriate level. These reasons have been established from the respondents' results, as seen in Figure 4.  
Furthermore, students have expressed their attitude towards the training approach that was organized and implemented for them in wartime. Most respondents are inclined to distance learning in asynchronous modes. The rest of them think that it is impossible to carry it out by any means. Some of the respondents provide tasks with examples, as it is great for students to solve them in any possible time. Another group is against homework assignments, but they are asking to extend the deadlines so that they can pay off the educational debts due to them not completing all the homework tasks. Indeed, students who have completed all the homework tasks receive the exam automatically, and having more time to complete the tasks of debts allows them to automatically get the exam done. There are those who are requiring a test assessment once a month. We have found respondents who prefer the individual mode of training. Basically, all of the respondents ask teachers to be understanding regarding their absence during the online sessions. It is a good argument to say that we need e-learning as the only system of education at the moment. So, a question arises as to whether it is possible to encourage students to study in such a difficult time. The survey has shown that the vast majority hesitates to answer. Some of the respondents report that they do not have any motivation for this, but they might find motivations if the following aspects are supported:  
1. increasing the time for work;
2. reducing the academic load;
3. prolonging the session period;
4. facilitating the learning process;
5. reducing the lesson time;  
Figure 4: Significant difficulties, due to which students cannot study at the appropriate level (image developed by the authors). * having social guarantees and being financially supported in the form of economic assistance;
* the teachers having a democratic attitude to the situation;
* having a mutual understanding between students and teachers;
* receiving feedback from teachers;
* having loyal teachers and more accessible versions of lectures in video and photo formats;
* getting higher grades. To sum up our research, based on the statements of the students, the educational process was mostly conducted in a mixed form.