Campos, Alyssa Grace D.

BSEd-2 ENGLISH
Title:
THE LEARNING OUTCOMES IN UNDERGOING ONLINE CLASSES IN
SENIOR HIGH SCHOOL STUDENTS OF MALLIG PLAINS COLLEGES,
INC.

II. LITERATURE REVIEW

Today, the only way to keep imparting information is to conduct online

courses. It entails the development of a virtual classroom using digital

resources. The teacher and students log in to a Online Learning Softwares

and sit in front of their computers, cellphones or tablets. This new system has

not been easy for everyone because we don't have the same level of

knowledge and status of life to buy gadgets and installing internet.

According to Kuo, Walker, Belland, & Schroder, (2013) Motivation is

an outcome because, much as cognitive factors such as course grades are

used in measuring learning outcomes, affective factors like intrinsic motivation

may also be used to indicate outcomes of learning. Research shows that

high motivation among online learners leads to persistence in their courses

(Menager-Beeley, 2004). Sankaran and Bui (2001) indicated that less

motivated learners performed poorly in knowledge tests while those with high

learning motivation demonstrate high performance in academics (Green,

Nelson, Martin, & Marsh, 2006). Lim and Kim, (2003) indicated that learner

interest as a motivation factor promotes learner involvement in learning and

this could lead to learning effectiveness in blended learning.

 According to Wilging & Johnson,(2009) Learner satisfaction was noted

as a strong factor for effectiveness of online courses and dissatisfaction may

result from learners’ incompetence in the use of the learning management

system as an effective learning tool since, as Islam (2014) puts it, users may

be dissatisfied with an information system due to ease of use. A lack of

prompt feedback for learners from course instructors was found to cause

dissatisfaction in an online graduate course. In addition, dissatisfaction

resulted from technical difficulties as well as ambiguous course instruction

Hara and Kling (2001). These factors, once addressed, can lead to learner

satisfaction in e-learning and blended learning and eventual effectiveness.

A study by Blocker and Tucker (2001) also showed that learners had

difficulties with technology and inadequate group participation by peers

leading to dissatisfaction within these design features. Student-teacher

interactions are known to bring satisfaction within online courses. Study

results by Swan (2001) indicated that student-teacher interaction strongly

related with student satisfaction and high learner-learner interaction resulted

in higher levels of course satisfaction.

Descriptive results by Naaj, Nachouki, and Ankit (2012) showed that

learners were satisfied with technology which was a video-conferencing

component of blended learning with a mean of 3.7. The same study indicated

student satisfaction with instructors at a mean of 3.8. Askar and Altun, (2008)

found that learners were satisfied with face-to-face sessions of the blend with
t-tests and ANOVA results indicating female scores as higher than for males

in the satisfaction with face-to-face environment of the blended learning.

Stacey & Gerbic,(2007) studied that learning experience and

performance are known to improve when traditional course delivery is

integrated with online learning. Such improvement as noted may be an

indicator of blended learning effectiveness.

Some investigations report that exam scores are higher for traditional

classes than online classes (e.g., Brown & Leidholm, 2002; Figlio, Rush &

Yin, 2010; Parsons-Pollard, Lacks & Grant, 2008) while others report the

reverse, that student performance is higher for online sections (e.g., Gratton-

LaVoie, 2009; Harmon, 2006; Means, Toyama, Murphy, et al., 2010). Still

others report no significance difference in student performance between

online and live classes (for a review see Russell, 1999).

Lanier, 2006; Morton, Fitterer, Brazier, Leonard & Brown, (2013 ) they

studied that Online classes are thought to provide more opportunities for

cheating, a behavior that can enhance student performance. Available survey

data indicate a higher self reported instance of cheating in online classes

relative to traditional classroom based sections.

Shachar & Neumann, (2003) studied that students in online sections of

a course generally score higher on standardized final exams than students

enrolled in traditional classes. The reported difference was large, amounting

to a half of a standard deviation. A more recent Meta analysis, limited to 50

findings from the relevant research, also confirmed that academic

performance was higher in online vs. traditional classes (Means, Toyama,

Murphy, et al., 2010). However, there is a wide variety of confounders that

may artificially enhance student performance in online classes. Most research

was unable to or did not control for factors which may give students in online

classes the edge over their traditional counterparts in exam scores. These

factors include two which provide a focus for the present investigation: (1)

selection bias in choice of mode of delivery (online vs. traditional), and (2)

opportunities for cheating with a focus on the extent to which exams are

proctored.

Bray, Harris & Major, (2007) mentioned that students who freely

choose online classes may have different characteristics than students who

choose traditional, live classes. For example, students opting for online

classes may be older, have children, and/or be fully employed. Online classes

can be attractive to such groups since they minimize commuting time and can

reduce or eliminate the need for child care when studying course material.

Online classes can resolve conflicts between work and schooling since online

class material can be studied at night, on the weekends, and other times

during non-work hours.

Bork & Rucks-Ahidiana, (2013) studied that online learning may be

more difficult than learning in face-to-face environments. For instance,

students who are inclined to procrastinate or who are not skilled in self-
directed learning may suffer declines in performance if they lack a physically

present teacher to direct their attention to the subject matter.

Berge & Clark( 2005) indicated that other students may be motivated

but lack broadband or other technological resources that virtual courses rely

on to enable smooth delivery. Even among students for whom technological

resources do not pose a problem, some may have trouble in virtual courses if

they lack the technological skills to make full use of the course content.

Since the children are at home in an informal setting, they are more

likely to become overwhelmed, particularly because not everyone has enough

room for family members on various online meetings. Despite this, the

majority of students have been able to adjust and attend online classes with

dedication. It helps students to communicate with peers and even teachers,

but it is not the same as face-to-face conversations. Teachers have gone

beyond and beyond to assist students and are on duty almost every day.

Overall, online classes have their own set of difficulties, such as virtually

correcting papers and slow internet connection, but they have also brought

out some positive characteristics in everyone. Students nowadays need to

have more patience, be more diligent, and responsible than you would in

typical classes.