CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter provides comprehensive and up-to-date write-ups and

researches vital to the consideration of the copyright and authenticity of the

study. Furthermore, the literatures and studies that are included in the study are

all relevant to the subject of the problem that serves as a backdrop for further

ideas helpful to the researcher.

Literature

Foreign

Blended Learning, according to the article E-Learning Becoming Standard,

written by Ferriman (2014), has now become a standardized method of teaching

which most countries in the world have adapted to, and this massive adaptation

is caused by the increased use of computer devices which then led to the usage

of these materials as learning mediums. The conversion of the mere computer

devices to e-learning tools were deemed by the U.S Secretary of Education Arne

Duncan as the new-normal that puts an accent on schools doing more with less.

Though, schools begin to rethink about the resources and their successful

delivery, the main problem is the consistency. Moreover, the careful planning

and provision of the technology and support infrastructures will always be the

topmost consideration to the adaptation of E-Learning on institutions. The article

conferred that as Electronic Blended Learning have been adapted, it still does not
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neglect the efforts of the students’ on their performances not only online but on

the traditional learning too.

Contrary to the idea of Ferriman which infers that the successful learning

of a student relies solely on the technology, support infrastructures and student’s

traditional performance, Murphy (2016) wrote a very different perspective

regarding the successful delivery of E-Learning to students in his article Teaching

the Teachers. According to the teacher interviewed for the completion of the

article, there is too much content on E-Learning that it overwhelms the mentors.

Furthermore, institutions that provide professional education do not meet the

expectations of the successful delivery of this new teaching method. Thus, it is

not only the students’ and resources’ fault but teachers may also be blamed to

the breach of the performance of the learners.

Due to these arguments, Horn and Staker (2014) wrote a book guide

entitled E-Learning: Using Disrupted Innovation to Improve Schools that

evaluated and provided detailed information about the strategy, design, and

implementation of a successful E-learning program. The book answered the

FAQs by the patrons of E-Learning. The book encloses a useful framework for

the implementation of E-learning, the benefits and risk mitigates of online

learning, and a guide to a more creative student-centered systems that functions

as a positive force across year levels.

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Local

The article E-Learning: Education Without Borders written by Morales

(2016), emphasized on the idea of online education; e-learning is not a

revolutionary idea. On the contrary, it is a return to what is natural, a back-to-

basic approach where the child’s natural learning tendencies, interests and

passions are respected as much as the prescribed curriculum. It addresses the

observed disadvantages found in traditional schooling: too many students, too

few mentors, lack of focus and time for each child, difficulty in addressing

individual needs and development and the cookie-cutter teaching solutions that

are failing on to many levels.

Formoso (2014) mentioned in his article that the idea of Blended Learning

made Anant Argawal, CEO of edX; an online learning platform developed by

Harvard University and Massachusetts Institute of Technology to spark the

interest of the executives of Philippine Higher Education to push OED to students

with the interest of acquainting them more and diminishing the poor-quality

education that produces low-quality education in return. Since the goal of Higher

Education Institutions towards the realization of an appropriate, responsive and

high-quality Philippine higher education are: creating higher quality programs

and improving faculty development; building linkages between the academe and

industry, rationalizing and developing research; funding post-secondary

education; and governing Philippine education and supporting the K to 12

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reforms. It is highly expected that the adaptation of this teaching method will

increases through the years since the CHED held talks about this.

Due to the possible implementation of Blended Learning to many higher

education institutions in the Philippines, as what is mentioned on the

aforementioned article, it is expected that there will be shortages on materials

too, including the most essential one; teachers. In the article Preparing The

Teachers For The Big Reform written by Chua (2012), she implied that good

teachers are essential on the implementation of Kto12; this is far from the talks

of Online Education needing literate teachers. Contrary to foreign article by

Ferriman, she inferred a very different perspective—online education is

equivalent to teachers, they represent the traditional teachers in classrooms in

the forms of computers.

Studies

Foreign

In a study conducted by Alebaikan (2012) at Saudi Higher Education, he

explored the perceptions of the Saudi Female lecturers and undergraduate

students to learn from their experience and become a participant in blended

courses. This was recognized by the ministry of Saudi Higher Education as a

solution for the rapid growth of student population. This study showed that the

quality of learning and teaching experience affects the students and lecturers.

The objective of this study is to identify the female undergraduate students and

lecturers’ perception of the advantages. The researcher used qualitative method

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to obtain rich descriptive data to facilitate the growth of this phenomenon. The

research later concluded that blended learning made the Saudi women still

pursue their degrees despite their traditions and personalities. Furthermore, the

result of the study indicated that blended learning has promising modalities that

enhance student engagement and learning.

In the study conducted by Jin Young Kim (2012) regarding the inter-

relational effects of the tradition and personality traits and blended learning, he

probed into the influence of personality types and situational factors on public

speaking. Also, it examined the effect of communication apprehension on

students’ academic achievement in a blended learning environment. As Abelaikan

found out on his study that blended learning was beneficial to the timid

personality and tradition of the Saudi women; this study implies that the Big Five

personality traits indeed affected the performance of the students but the

indicator of his final average was his rehearsal and attendance to the classes.

In the quasi-experimental study conducted by Smith (2013), he stated

that there were no problems in engaging to the old teaching style despite the

personality and traditions nor were there benefits in blended learning towards

the performance of the students, he indicated that progressing was solely up to

the learner’s coping styles. However, differences emerged between the classes in

their perceptions of learning, connectedness, enjoyment and teacher support.

Concerns about the effects of technology- mediated instruction may be partly

allayed by these findings. While the displacement of the teacher from the center
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of the learning process may be uncomfortable for teachers, the provision of a

rich online learning environment may have positive benefits for students

(sciencedirect.com, 2013).

Local

A study conducted by Natera (2013), discussed that a Filipino student

from an institution in Hongkong, talked about the lapses of the government in

achieving the vision of the educational reform in the Philippines. The study

argued that the introduction of technology and blended learning programs in

schools should go beyond addressing the problem of classroom shortage and

achievement test results. It questioned the government's vision of educational

reform and recommended a change in its perception of the role of technology in

education. A change in vision, curriculum, assessments and work practices were

found to be the essential elements that enable lasting educational reform. The

study recommended a review of the scheduling scheme, the practice of team

teaching and training on collaborative technologies for both teachers and

students. From the policy perspective, a program framework, a blended learning

curriculum and evaluation standards for blended learning teachers were

identified as critical support mechanisms for successful program implementation

(books.google.com.ph, 2017).

In a study conducted by Robles (2012) it can be learned that there are

many presentations of instructional strategies on how to effectively integrate

content, pedagogy and technology to enhance the teaching and learning of

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education courses. This provided the most effective and efficient learning

experiences on both teachers and learners with its practical applications against

retailed software which often burden many universities. Finally, some

implications on how to effectively blend pedagogy and technology, which

inevitably lead to significant enhancement of the curriculum, were also

discussed. In view of the findings and conclusion of the study, it is recommended

that blended learning be utilized by faculty members in teaching education

subjects. However, despite its importance, this study's limitations are apparent.

BL needs effective planning and upgrading for educators to address critical

issues such as establishing appropriate assessments and rubrics. Equally

important is the technological expertise of both teachers and students. This

innovation recommends that teachers must learn.

In the study conducted by Aguinaldo (2013) he implemented blended

learning in an impoverished academic institution using a Bricolage approach

model. The study resulted to high acceptability rate of e-learning usage despite

of the socio-economic profile of the student’s parents, unavailability of internet

connection and inadequacy of technological resources of Isabela State University

San Mateo Campus. This implies that blended learning can be implemented

successfully using the right blend of online learning and face-to-face learning

following the Bricolage approach model.

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Synthesis of the State of the Art

The overall collation of this chapter supports the authenticity of the topic

reflective of the included previous but up-to-date resources utilized by the

researcher. It was answered in this chapter that the successful implementation

of the Electronic Learning relies on the reforms of the government and the

institution; the successful delivery is upon the teachers and that the achievement

of this depends upon the student. On the first review, the article given conferred

that as E-Learning has been adapted, it still does not neglect the efforts of the

students’ on their performances. Therefore, e-learning's continual use will solely

depend upon its users.

In contrary another article published that the institutions that provide

professional education do not meet the expectations of the successful delivery of

this new teaching method. This was all addressed in a book that published which

encloses a useful framework for the implementation of E-learning, the benefits

and risk mitigators of online learning, and a guide to more creative student-

centered systems that functions as a positive force across year levels. On the

other hand, all the given articles conferred the same implications which are the

contrast and support to each variable on the national sources.

These different studies conducted regarding e-learning, all gave different

yet relevant outcomes that were tackled in the wholeness of this study.
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Theoretical Framework

This portion of the research serves as the anchors for the researcher to

achieve the goals and answers towards the formulated research questions. The

following theories are compiled and studied thoroughly by the researcher as it

consists of ideas that are significant to the topic.

John Dewey (1859-1952) is a known educational reformer (other than

being just a philosopher and psychologist) whose ideas and theories have largely

influenced the social and education reform today. He constructed the Community

Inquiry Theory where Social Presence Theory, Cognitive Presence Theory, and

Teaching Presence Theory are found.

Social Presence Theory is the ability to show one’s self and integrate

personal and purposeful relationships. Social presence is first in the category as

it attracted most of the research attention. This research mainly probed into

Teaching and Cognitive Presence. Although, social presence isn’t utilized in the

nature of blended learning, it is still supposed to be tackled since it is present to

some social presence between students in schools. It is the point where social

and cognitive presence meet and where the primary issue of concern rises. In E-

Learning, students realize that they cannot really talk in the place where they

conduct E-Learning since it is not the traditional four-cornered classroom.

Merely, students begin to know that they are not there for purely social

reasons. A sense of community is based upon common reasons and questions.

Moreover, social presence is of less importance if the learning activities are

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information obtainment and there are no group activities where students can

benefit from the ideas of others. Social presence should always be beyond simply

establishing socio-emotional presence and personal relationships, as it requires

intellectual-centered too. Social presence implies that personal relationships

should not only be within the prism of emotional relationships, they should also

be defined in academic terms too. Social presence for educational purposes

cannot be separated from the purposeful nature of educational communication

(i.e., cognitive and teaching presence).

Cognitive Presence Theory is defined as the probing, structuring,

concluding and validating of one’s understanding through elaborating and giving

remarks in a given situation. Cognitive presence is defined in terms of a cycle of

practical inquiry where participants move deliberately from understanding the

problem or issue through to exploration, integration and application. Progression

requires direction; this implies that Cognitive Presence is a person’s ability to

understand a certain thing all by his self.

Teaching Presence Theory has three distinct categories—design,

facilitation and direct instruction. Interaction and discourse plays a key role in

higher-order learning but not without structure (design) and leadership

(facilitation and direction). For example, without explicit guidance, students will

engage primarily in ‘serial monologues. Teaching presence theory is guiding

students through course materials, reinforcing key concepts, fostering critical

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Electronic
Learning

Impact and
Responses

Performance of the Students

Social Cognitive Teaching

Presence Presence Presence

Fig 1. Theoretical Paradigm

thinking skills, providing formative feedback and support in a timely manner, and

evaluating student progress throughout the learning experience.

The theories are said to be the principal elements critical to the successful

deliverance of E- Learning.
 24

Fig 1 presents a diagram of the supporting theories of E-Learning and its

implications towards the performance and standing of a student in the

classroom. The prior paragraphs consist of the definitions of each theory, all

inspired by John Dewey’s Community of Inquiry model.

As shown in the diagram, E-Learning is inferred to be supported by the

Social Presence, Cognitive Presence and Teaching Presence of both the facilitator

of the class and his audience. By support, the researcher believes that the proper

deliverance of E-Learning that will later effect to the full success of is the three

theories suggested by John Dewey in Community Inquiry Theory. In relation to

the execution and success of E-Learning, the researcher conferred that the three

theories produces varying implications towards the performance of the students

in Schools—the idea of it being affirmative or its opposition is yet to be tested.

Conceptual Framework

Figure 2 explains the process of approach in conducting the

probation of the study. While on the process of the study, the researcher is

expected to conduct a survey and analyze the data thoroughly.

Student's Profile
Name

Input Age

Survey
Proces Data Analysis
s
 Full implementation of E- Learning
Output
25

Fig 1.2 The diagram of the flow of the research.

This is expected to be retrieved from the Naga College Foundation,

College of Criminal Justice Education 4 th year intern students, their answer

towards the phenomena will help determine the outcome which is expected to

later lead to the full implementation of E-Learning in the School.