## 3 Results
\begin{table}
\begin{tabular}{c c c c c c c c} \hline \hline \multirow{2}{*}{
\begin{tabular}{c} **Nr.** \\ **Crt.** \\ \end{tabular} } & \multirow{2}{*}{**Disadvantages/Expressed Opinion**} & \multicolumn{2}{c}{**Urban/93**} & \multicolumn{2}{c}{**Rural/54**} & \multicolumn{2}{c}{**Total/147**} \\ \cline{3-8}  & & **Nr.** & **(\%)** & **Nr.** & **(\%)** & **Nr.** & **(\%)** \\ \hline
1 & Deficiencies in internet connection and technical problems & 21 & 22.58 & 24 & 44.44 & 45 & 30.61 \\ \hline
2 & Reduced focus on online activities & 19 & 20.43 & 11 & 20.37 & 30 & 20.40 \\ \hline
3 & I do not understand very well the ideas/information transmitted & 18 & 19.35 & 11 & 20.37 & 29 & 19.72 \\ \hline
4 & Lack of physical interaction & 17 & 18.27 & 7 & 12.96 & 24 & 16.32 \\ \hline
5 & Poor socialization & 16 & 17.20 & 8 & 14.81 & 24 & 16.32 \\ \hline
6 & Too much theory, too few practical activities & 16 & 17.20 & 2 & 3.70 & 18 & 12.24 \\ \hline
7 & Excess time spent on computer/phone & 10 & 10.75 & 2 & 3.70 & 12 & 8.16 \\ \hline
8 & Difficult communication, microphone, simultaneous speech & 8 & 8.60 & 8 & 14.81 & 16 & 10.88 \\ \hline
9 & There are no disadvantages/zero answers & 8 & 8.60 & 3 & 5.55 & 11 & 7.48 \\ \hline
10 & We don’t know our teachers and all our colleagues well & 6 & 6.45 & 2 & 3.70 & 8 & 5.44 \\ \hline
11 & Colleagues who connect but do not participate, do not respond & 5 & 5.37 & 3 & 5.55 & 8 & 5.44 \\ \hline
12 & I’m bored, I don’t feel like I’m in college & 4 & 4.30 & 5 & 9.25 & 9 & 6.12 \\ \hline
13 & Professional training will be poor & 4 & 4.30 & 4 & 7.40 & 8 & 5.44 \\ \hline
14 & Poor motivation to learn & 3 & 3.22 & 3 & 5.55 & 6 & 4.08 \\ \hline
15 & High fatigue, stress and anxiety & 2 & 2.15 & 3 & 5.55 & 5 & 3.40 \\ \hline
16 & I can’t always connect from work & 2 & 2.15 & 0 & - & 2 & 1.36 \\ \hline
17 & We have too much free time & 1 & 1.07 & 1 & 1.85 & 2 & 1.36 \\ \hline
18 & Too short breaks between teaching activities & 1 & 1.07 & 1 & 1.85 & 2 & 1.36 \\ \hline
19 & Teaching is sometimes mechanical & 1 & 1.07 & 0 & - & 1 & 0.68 \\ \hline
20 & Drawing and graphics options cannot be used & 1 & 1.07 & 0 & - & 1 & 0.68 \\ \hline
21 & Teaching materials in print/physical format are missing & 1 & 1.07 & 0 & - & 1 & 0.68 \\ \hline
22 & Limited objectivity in some cases & 0 & - & 1 & 1.85 & 1 & 0.68 \\ \hline
23 & Activities such as the prom cannot be organized & 0 & - & 1 & 1.85 & 1 & 0.68 \\ \hline \hline \end{tabular}
\end{table} 
Table 6: Ordering the problems generated by the online activity based on the origin environment. Table 7 shows the main proposals given by the students and whose role it is to regulate and improve the teaching, learning and assessment process on online platforms and Figure 3 shows the percentages obtained by residence and total for the main ideas offered by them. Unlike the signaling of the positive aspects and the deficiencies in online education, in this case the registered proposals are much more numerous, but with lower percentage values, this aspect identifying a heterogeneous vision on the ways of optimizing the teaching process. Surprisingly, most students have nothing to propose or offer null answers, balanced for urban (37.63%) vs. rural (37.03%), but there is in many of the remaining situations a real avalanche of proposed ideas. A big question mark is the second proposal as a share, where students from urban areas (10.75%) and those from rural areas (only 1.85%) want to continue the teaching process online, being very satisfied with the results. The overall percentage of the whole group for this proposal (7.48%) is higher than the global percentage concerning the desire to return as soon as possible to classic teaching, which is only 5.44%, indicating a good adaptation to the requirements of online teaching, but must be correlated with the advantages related to the possibility to work without changing the work schedule or the need for agreements in order to participate in classes.