## 4 Discussion
The adaptation of university activities to the realities of the pandemic required video conferencing teaching (WVC); the quality of teaching was appreciated as good by 82% of students surveyed (162 subjects), video sessions were attractive and challenging in terms of intellectual demands and the attitude of teachers encouraged student participation [49]. The opinions of 40 students from Megarezky University (Indonesia) during the academic year 2019/2020 are analyzed by [50], indicating that prior to the pandemic, online teaching activities were not used. The best application for e-learning is considered to be WhatsApp, which offers a positive perspective on online education, the platform being cheap, accessible and efficient, with multiple learning facilities (chat, video call, voice notes). The government, the universities and the professors should take steps to facilitate internet access and provide financial support to students. Socializing online on Facebook is a favorite option for young people, as they are familiar with this type of communication, but the elderly are skeptical about this option, and their familiarization with digital technologies is part of public policy [51]. Even if students use the Facebook social network frequently or even a few hours a day, it is not seen as a learning or research option, but only as a way to communicate, exchange information with friends and spend free time [52]. The mere provision of teaching materials is not enough to obtain favorable results from students. An immediate/instantaneous feedback from the teacher has an important role, but attention must also be paid to the students' feedback in order to facilitate the communication process. Live broadcasting is more effective than recorded video because it increases students' academic performance [53]. The need for effective and timely feedback for Korean physical education lessons is supported by [54]. The teachers need to be well trained and familiar with the online environment, the universities need to provide technical support and students need to receive encouragement and objective assessments. A study involving 476 students in Bangladesh identified moderate and severe depression in 15% of students and anxiety in 18.1% of cases, with older students suffering from more severe depression. The causes are related to financial problems, the state of academic uncertainty and the problematic internet connection for those in remote areas. Needs related to scholarships for internet access and ensuring a family-friendly and pressure-free climate are reported by [55]. The technological gap and differences in internet access between students in urban vs. rural areas in Bangladesh are highlighted by [56]; as these aspects influence their behavior and accessibility to information, reducing the gaps in digital technology in developing countries is a priority. Limited performance and low student motivation (282 cases) for online activities are noted by [57], the reasons being related to the deficient infrastructure that cannot optimize the teaching/learning process, i.e., the problems with the internet connection and the access to the e-learning platforms.