Sex and Age Characteristics of Daily Activityof Distance Learning Students in Northern Climate

Abstract

The purpose of the work is to study the time preferences of students performing daily tasks during distance learning and to determine if such preferences depend on sex and the year of study. In the absence of social regulation, the daytime and nighttime activity of students corresponded to the distribution of chronotypes that typifies a northern region, with arrhythmic and evening types prevailing but the morning bio-rhythmic stereotype having a minimal representation. With no ‘master timer’ in distance learning, students demonstrated pronounced sex differences in the daily dynamics of performance. Young females had maximum performance during the day and minimum performance at night, which corresponds to the most common type. Young males were observed to have several ascents in their performance during the 24-hour period. First-year and second-year students’ learning behavior was less synchronized with the day-night cycle. The wavelet analysis found insignificant four to five hourrhythmic fluctuations that occurred in the evening hours, during the period of students’ high educational performance.

Gadgets and new educational technologies: Real assistance or an obstacle?

“…During the COVID pandemic, schoolchildren and students were deprived of physical activities; all day between bed-times was dedicated to electronic learning. It was one of the negative consequences of the COVID pandemic, and it is obvious that implementing new computer technologies into education during the post-COVID era must be limited by the time spent with computers or gadgets [14].…”