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 chronotypesthat typifies a northern region, with arrhythmic and evening types prevailingbut the morning biorhythmic stereotype having a minimal representation. With no ‘master timer’ in distance learning, students demonstrated pronounced sex differences in the daily dynamics of performance. Young femaleshad maximum performanceduring the day and minimum performanceat 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 thatoccurred in the evening hours, during the period of students’ high educational performance.