Challenges faced by students

Students have embraced distance learning in many ways during Covid. In a study by Ri- zun and Strzeleck (2020, p. 15), students' perceptions of how distance learning affect their study effectiveness, course performance, and productivity ranged from low to average.

More generally, students have been increasingly confused with their learning during Covid as it poses a whole new set of challenges they cannot meet without the right kind of guidance. For example, even though students mainly get along well with the various tools and software used for distance learning, new challenges often arise with their in- creased use, especially among students with cognitive difficulties. (Rizun & Strzelecki, 2020, p. 15.) Therefore, it is vital to notice how every student has unique and personal styles to implement learning and various other individual needs that should be considered when planning distance learning.

However, providing personalized teaching through distance learning is challenging, es- pecially as it is more difficult to identify students' problems through the internet and the

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technologies used. When students participate in distance learning for the first time, ob- serving these things is even more challenging. (Brammer & Clark, 2020, p. 455; Driessen et al., 2020, p. 12434.) Therefore, key areas of concern during Covid include how students can be supported enough with their distance learning so that they would not drop their studies and how the lessons to be learned could be delivered to students most efficiently.

Moreover, it should be considered how each student's strengths could be considered in distance learning (Ahmed et al., 2020, p. 2).

Distance learning has been very natural for some students, while some have experienced how it does not suit them. In general, those who do well in traditional learning situations are more likely to do well in distance learning. In contrast, for those with learning diffi- culties already in typical educational settings, the situation is increasingly challenging.

For example, students with a diagnosed ADHD have felt how the home environment in- terferes with their studies and homework. Especially the freedom offered by distance learning does not suit these personalities. In turn, those who have also been socially active outside their studies are more likely to face a decline in their quality of life in a situation like this. (Blankenberger & Williams, 2020, pp. 410-411; Sutton, 2020, p. 9.) Driessen et al. (2020, p. 12432) investigated how students' study patterns changed in the early days and months of Covid. A week after the transition to distance learning, the students' atti- tudes reflected that the emergence of covid put pressure on their learning. After a month, attitudes had changed slightly against distance learning. The increased responsibility for their study, self-discipline to complete assignments, and the fact that all materials had to be studied online were primary concerns among students. The importance of issues re- lated to distance learning environments, e.g., distractions at home or changes in daily routines, was also raised at this stage. (Driessen et al., 2020, p. 12434.)

The structure related to studying and one's own daily life is connected to students' study motivation. When students feel that either one of these familiar structures is missing or otherwise broken, their motivation decreases, affecting learning outcomes. The disap- pearance of regular routines and being excluded from social interactions has thus quickly led to increased confusion, anxiety, boredom, and frustration, especially among those who have had previous symptoms of depression or anxiety. In addition to this, a study path that has been too loose, full of options, and required much self-directed learning has

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easily lowered study motivation, created confusion, and increased frustration among stu- dents. (Ahmed et al., 2020, p. 7; Barros Silva et al., 2020, p. 5; Driessen et al., 2020, p.

12435; Mladenova et al., 2020, p. 1164.)

Technologies have much impact on these issues. For example, it has been observed how a conversation between screens increases more anxiety than ordinary face-to-face teach- ing. (Ahmed et al., 2020, p. 5; Rizun & Strzelecki, 2020, p. 15.) Thus, even though these new generations of students are proficient in multitasking, especially with technologies, this often leads to them being less focused on the issues at hand, which can also lead to increased anxiety. (Mladenova et al., 2020, p. 1163.) Uncertainties and other concerns related to studies have also created nervousness among people close to students. The con- sequences of this have included increased conflicts and the avoidance of social situations with family members or acquaintances. (Brammer & Clark, 2020, p. 453; Driessen et al., 2020, p. 12435.) Although concerns about covid have, in some cases, even outweighed study-related concerns, this has been only a temporary phenomenon (Barros Silva et al., 2020, p. 5; Brammer & Clark, 2020, p. 454; Driessen et al., 2020, p. 12434).

Over time students have increasingly shown a willingness to get back to traditional teach- ing, especially because distance learning environments do not offer many face-to-face teaching features. They appreciate the freedom and diversity provided by contact teaching and prefer the opportunity to discuss with both their teachers and peers face-to-face in- stead of via computer screens. This is often because distance learning is seen as a less engaging and motivating way to study than face-to-face learning. For example, learning practical skills through technologies may seem artificial or social aspects of the used sys- tems are often very restrictive. The reasons behind these problems are often the modalities of the distance learning systems in particular and the fact that tools available in contact teaching make it easier to organize interesting, engaging, and inspiring teaching than the tools available in distance learning. In addition to this, contact teaching creates a more professional atmosphere than distance learning as teachers are more easily seen as pro- fessionals of their field in these situations. (Barton, 2020, p. 12506; Torda, 2020, p. 1153.) It is no wonder that Ahmed et al. (2020, p. 1) have found how face-to-face teaching is better than distance learning to inspire students and enable meaningful encounters.

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