Looking at gender, age, SES, use of camera for lecturer and students, belief of neessity of distanced education, belief about effectiveness, and belief of negtive impact of pandemic on motivation, they looked at the cyclical effect of distanced learning motivation and it's impact on frequency of class attendence, mediated by anxiety, stress, depression and Intolerence of Uncertainty (IU).

- Women showed higher attendence than men
- men's motivation was higher than women's
- use of computers showed more attendence than use of smartphones
- use of computers showed higher motivation compared to use of smartphones
- urban students attended class more often
- urban students had lower levels of motivation
- depression negatively impacted attendence, though stress positively predicted attendence
- stress is not significantly associated with distance learning motivation 
- inhibitory IU was positively associated with depression, anxiety and stress, but negatively with motivation.
- IU predicts increase in relationship between anxiety and stress
- Women show higher rates of anxiety, stress, depression and IU during the pandemic
- gender is not related to student satisfaction with learning.

Psycho-demographic variables effects on higher education students during COVID-19 in Turkey

Student access and literacy regarding the technological platforms used in distance learning.

San Jose State University

Distance learning depends on: 
- user experience 
- motivation
- technology 
- expectation 
- time management 

Factors that influence distance learning 

The user experience in distance learning is based on the experiences (positive or negative) the instructor or student has with the course. 

User Experience in Distance Learning

Technology in Distance Learning

Student's ability to manage their tasks within a timely manner to succeed in distance learning.

Time Management in Distance Learning 

Some students may lack such self-discipline or may have disabilities that require further assistance that may not be provided through distance education and therefore face problems in the time management and their motivation to continue the distance learning course.

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