REVIEW OF RELATED LITERATURE

Related Studies

Singh and Thurman (2019) defined online learning as “learning experiences in

synchronous or asynchronous environments through accessing the internet, using different

devices e.g., mobile phones, laptops, etc.” Classes conducted online create learning content that

are not available live but virtually. According to Liguori and Winkler (2020) distance, scale and

personalized teaching and learning are the biggest challenges for online learning.

Alongside with online learning, a lot of technical issues and problems such as the internet

connection, lack of gadgets needed, lack of learning materials and so on are also a part of the

problem. Online classes may come easy to some students but a lot of them struggles especially in

terms of personal attention. It is a huge affecting factor why students find it hard to commit to

their classes. The process of learning online can never reach its full potential due to the fact that

learning contents found online are all theoretical and it hinders the students to practice what they

learn effectively. According to Parkes et al,. (2014) students were not sufficiently prepared for

balancing their personal lives, family, work and social lives with their study lives in an online

environment.
 In a study conducted by Muhammad Adnan and Kainat Anwar, online learning was not

able to produce the desired results in undeveloped countries like Pakistan where majority of

students cannot access the internet due to the unavailability of right equipment and or gadgets

needed to attend online classes as well as monetary issues.

Sarbottam Bhagat and Dan Kims’ on Higher Education amidst COVID 19: Challenges

and Silver Lining, on the other hand, highlighted the numerous challenges the pandemic has

brought to the higher education community. Likewise, Wasiu Oyeleke Oyediran et al., made E-

Learning the main focus of their study. They highlighted how online learning directives did not

do much and how it is limited due to the poor infrastructure and networking. Through their

questionnaire, a hundred and eighty respondents participated to which the study concludes that

there are indeed major obstacles in compliance of e-learning in the private tertiary institutions in

Nigeria.

In a National Survey of medical students in the Philippines lead by Ronnie E. Baticulon,

MD, among three thousand six hundred seventy medical students showed 93% owned a

smartphone while 83% has their own laptop or computer and to access online resources, only

79% of them had postpaid internet subscription while the remaining 19% used prepaid cellular

data. However, only one thousand five hundred and five students or 41% of them considered
themselves physically and mentally capable of engaging in online learning. With the obtained

results, there is only a few students who are actually prepared and or capable of online learning.

While a large number of students are struggling.

Related Literature

According to one systematic review of the impact of the COVID-19 pandemic on the

mental well-being of people, it can be concluded that many segments of the population have

experienced a negative impact on their mental state. A study conducted among the Iranian

population showed that medical students had significantly higher scores for stress, anxiety, and

depression compared with that of medical staff and community populations.

The transition from the medical school setting to home results in isolation, where

students spend most of their time at home instead of doing activities at school, with the fear of

COVID 19, the isolation goes deeper. Schaeffer and Konetes found that online learning students

are more likely to discontinue their studies than students following traditional education.

Moreover, social isolation during online learning was the main factor affecting students’ ability

to study, social isolation may cause anxiety and depression.

 Haider and Al-Salman analyze a data set of 775 Jordanian university students found

after COVID-19 sleep compliance dropped by more than 50%; more than 80% of respondents

indicated that prolonged use of digital tools for learning affected their sleeping habits; more than

90% of students indicated that continuous exposure to electronic screens in OL is tiring and

exhausting; 89% of respondents agreed that prolonged use of e-learning tools often led to

boredom, nervousness, and tension; and 73% of students do not recommend continuing with the

online learning model because it is socially and psychologically unhealthy

Gossenheimer et al. showed that cognitive factors, such as academic experience,

academic performance, and distance learning formats, are comparable to those observed in the

traditional form of training [19]. Pei and Wuin’s systematic review concluded that OL has

advantages to enhance knowledge and skills of medical student compared to the TL format [20].

However, Hasan and Bao concluded that “e-Learning crack-up” perception had a significant

positive impact on student’s psychological distress, and the fear of academic year loss was the

crucial factor responsible for psychological distress during COVID-19 lockdown

Moreover, the study of medicine, in which the development of practical skills is a

significant proportion of the course, has not previously been envisaged through online learning.

However, the COVID-19 pandemic forced the medical education system to temporarily switch to

online learning.