Table 4 Structure, implementation and organization of e-learning

I receive timely feedback from the majority of teachers

The instructions given by the majority of teachers (e.g., about participation in lessons, modes of examination, solving tasks, or writing a seminar) are tailored to e-learning

Most of the teachers are making an effort to enable me to follow e-learning more easily, for example, by highlighting the key elements of the lecture or highlighting the transition to new content

The majority of teachers verifies whether we have understood the lessons by seeking feedback or encouraging us to ask questions

The tasks and activities that teachers provide during lessons or for homework usually help me to understand the course material better

Generally, the teaching materials are adequate for the technical demands of e-learning

The majority of teachers provides video-conferences (video-lessons)

Most of the teachers hold classes according to the official schedule

Most of the teachers are following the official curriculum

Some teachers mostly do not hold online lectures, but send students a presentation instead

Most of the teachers of classes use software that the institution chose for e-learning

I feel left to my own devices during e-learning

Teachers have generally organized themselves and adapted to e-learning well

My expectations related to e-learning in these circumstances have been fulfilled

I am satisfied with how fast adjustment to e-learning occurred