Chapter #1

Chapter 1

The Problems and Its Background

In this 21st century we are facing a lot of adjustments and innovations not just in discoveries but
also in learning. In Face-to-Face environment the teachers and students engage in personal
communication daily, learning happens synchronously in real time this allow students to ask
questions and get immediate feedback, and lastly students can concentrate much better on
studying than home because there is less distraction.
Online Class environment the students can reach out to teachers or vice versa via email if they
need assistance however, they may be some delay in response time, learning happens
asynchronously mean they can access to the online classroom anytime, and there is a possibility
that the students not being able to relate to their classmates and teachers.
Online Class is a form of education where students and teachers use their gadgets to teach and
learn without going to schools. Online classes is used to separate the teachers and learners which
distinguishes it from face-to-face education According to (Keegan, D. 1999).
Due to COVID-19 Pandemic, the schools shut all across the world as a result education has
changed to online learning. In the Philippines the traditional learning shift to online learning,
modular learning, television and radio program.
The effects of this online class are it saves time, environment-friendly, and personalized learning
but there are also negative effects some of this are the teachers unable to pay equal attention to
the students, students would focus less on the topic and less interaction between the students and
teachers.
In this study, the researchers will analyze the difficulty in an online class and challenges relate to
Grade 11 ICT Students of San Francisco Senior High School.
This study depicts the challenges encountered by Grade 11 ICT Students of San Francisco Senior
High School

Problem of statement :
Online learning environment have grown to popularity and application in educational setting.
Usage of these tools continue to grow placing continued demand on instructional designers to
develop appropriate applications of these information and communication technology for the
benefit of the learners the device's and their software did not necessarily arise with educational
purposes in mind but they find there way into educational settings nonetheless in order to best
support learner success online tools must be pedagogical consideration and effective
instructional design
 The expansion of the internet and accessibility has led to an increase in the demand for online
learning across the world. We all know that online learning is attracting more and more students
for better learning experiences. But many of them encounter challenges that can cause hindrance
in their learning. The benefits are getting suppressed by the challenges during their learning
process. Here are some of the challenges faced by students and teachers along with the
suggestions to overcome them.

Online Learning Challenges Faced by Students

* Online Learning Challenges – Adaptability
Students find it difficult to adapt to an online learning environment immediately after traditional
classroom learning. Due to the sudden change, they are not able to adapt to the commuter based
learning. Students who have been always studying in the traditional classroom mindset are not
able to focus on online platforms. It is important for them to accept the new learning
environment with an open mind.
How to overcome the challenge?
Nowadays adaptive learning is using Artificial intelligence to adjust the content according to
individual needs. It helps in providing personalised courses to identify their weaknesses and
strengths for better learning outcomes.
* Online Learning Challenges – Technical Issues
Many students are not well equipped with a high internet connection that is required for online
learning. Due to this, they face problems in going live for virtual learning and other platforms
that require internet connection. They face technical issues as they are not much aware of
technology and computer applications. A slow and high internet connection can play an
important role in how quickly you can attend the class and do not miss any live sessions. There is
a possibility of poor connectivity if you find difficulty in downloading some information related
to the subject, blurred videos, etc.
How to overcome the challenge?
You just need to find a high-speed internet connection at your home. And know where you can
get technical support for your connection and other technical issues related to software and tools
for effective learning.

* Online Learning Challenges – Computer Knowledge

Lack of computer education is a major concern in today’s world. There are many students who
still cannot operate basic computers with MS word and PowerPoint. And whenever some
technical issues emerge, they find it difficult to solve the problem in such a scenario. They face
difficulties with live classes, usage of appropriate icons, MS office, communication-related apps
and websites, browsing study materials, etc. Sometimes they do not know technology
proficiency like login, live classes, creating and submitting work, communicating with teachers
and friends.
How to overcome the challenge?
Students should be provided access to support devices that can help them solve technical
problems via call, email or live chat. You should pay attention to your instructor during the
process of solving the issues.
*Online Learning Challenges – Time Management
In many cases students find difficulty in managing their time with online learning. Online
learning is completely new for them and requires intensive work. They need a scheduled planner
to manage their time in an effective manner. Online learning provides flexible time unlike
traditional classrooms. But some face difficulties in adjusting to the time required for online
learning.
How to overcome the challenge?
Time management is the most important factor in online learning. It needs time and effort for
better learning outcomes. You should know the factors that can affect your timings during the
learning process such as
Avoid Distractions – Try to avoid distractions that can affect your learning. There are many
platforms that can engage you for entertainment and communication. But make sure that you set
time for breaks and focus on learning as scheduled to avoid missing live classes or sessions.
Create To-Do List – You can prepare a list of activities on an everyday basis. Try to break down
large activities into smaller ones for better learning outcomes. Use this list to tackle each task.
Make sure that you adhere to the list and establish the routine that can make time management
practices easy.
Seek Help – To manage time during online learning seek help from your parents, friends and
families. So that you will not miss out on learning and at the same time work will be done.
Avoid Multitasking – Do not try to take up multiple tasks at the same time. Complete one task at
a time as it can make your work less effective and productive.

Significance of the study

This study will benefits to the following:
For The Students - In this study the students will know the challenges they may encounter in
online class and how to solve the problem.
For The Teachers - The teachers can also gain significance in this study. For Their, They will
also know the solution that they can use in a certain situation.
For Parents - The parents will know the challenges that they children are facing in online class.
Future Researchers - The future researchers also can gain significance in this study. This will
serve as their guide to gather more information related to this study.

Scope and delimitation

The focus of this study is to define the difficulty and

Objectives of the study

The following are the objectives of this study.
1. To know the challenges that Grade 11 ICT Students of San Francisco Senior High School
encountered.
2. To analyze what are the causes of the challenges.
3. To solve the minor problems/challenges that Grade 11 ICT Students of San Francisco Senior
High School.

Definition of terms
Online class - is a form of education where the learners and the teachers use their gadgets to
teach and learn without going to schools.
Face to Face - is a form of education where the learners and the teachers are in the traditional
classroom and learning materials are taught in person.
Asynchronous- Virtually online and through prepared resources,without real-time teachers led
interaction.
Synchronous - Interactive, two-way online or distance education that happens in real tome with a
teachers.
Innovation- to improve or to place something.
Distinguish - recognize or treat as different.

Chapter #2
A Literature Review of the Factors Influencing E-Learning and
Relation to Learning Outcome, Student
Satisfaction and Engagement
Abstract: In higher education, e-learning is gaining more and more impact, especially in the
format of blended learning, and this new kind of traditional teaching and learning can be
practiced in many ways. Several studies have compared face-to-face teaching to online learning
and/or blended learning in order to try to define which of the formats provides, e.g., the highest
learning outcome, creates the most satisfied students or has the highest rate of course completion.
However, these studies often show that teaching and learning are influenced by more than
teaching format alone. Many factors play significant roles, and this literature review will look
further into some of them.
In the previous two decades, online education has grown in popularity in higher education in the
United States, and most institutions believe that this type of instruction will be crucial for the
future of higher education (Allen & Seaman, 2014).
“Teaching with technology is not a one-size-fits-all approach,” according to Orlando and Attard
(2015), because “it depends on the types of technology in use at the time, as well as the
curricular content being taught” .
External students' barriers to involvement are most visible in collaborative learning tasks such as
group work, group presentations, and group assessments (Davidson, 2015; Graham &
Misanchuk, 2004; Jaques & Salmon, 2007).
The instructor serves as a facilitator in online distance learning, enlisting learners' active
participation through the use of various technologies accessed via the internet while they are
geographically separated during instruction (Llego, 2020).
Technical concerns, distraction and time management, staying motivated, comprehending course
expectations, the lack of in-person connection, adapting to foreign technology, and uncertainty
about the future are all challenges in online learning, according to Friedman (2020).
The instructor serves as a facilitator in online distance learning, enlisting learners' active
participation through the use of various technologies accessed via the internet while they are
geographically separated during instruction (Llego, 2020).
The review has a special interest in professional bachelor education and teacher training, and it
focusses on factors that influence learning experiences in e-learning, online learning and blended
learning. Thus, the research question of the review is as follows: Which factors are found to
influence e-learning and blended learning in relation to learning outcome, student satisfaction
and engagement in collaboration in higher education and particularly in professional education?

The findings from the research papers included in the review show that among the many factors
some seem to dominate more: educator presence in online settings, interactions between
students, teachers and content, and designed connections between online and offline activities as
well as between campus-related and practice-related activities. The article thus points in the
direction of some significant factors, but it also discusses and questions the relevance of research
focusing on comparisons between individual formats of e-learning, online learning, blended
learning or "traditional" face-to-face teaching and learning. Teaching and learning are complex
and are influenced by more than just the teaching format. The review is based on systematic
database searches conducted in January 2017, and it includes 44 peer reviewed articles and
papers published between 2014 and 2017.

Keywords: e-learning, online learning, blended learning, hybrid learning, learning outcome,
student satisfaction, collaboration

1. Introduction
In the literature reviewed, a great number of studies have aimed at determining whether
computer-mediated education in the form of e-learning, blended learning or hybrid learning is
better than traditional face-to-face teaching in relation to, for instance, learning outcome and
student satisfaction. Researchers, educators and educational decision makers alike are eager to
find out which format leads to the best results for their students and the educational institutions.
However, as we shall see below, comparative studies of educational formats show different
results, which might indicate that factors other than the format alone influence learning outcome,
satisfaction, student retention.

In this review of the literature on e-learning, we present and discuss definitions of e-learning,
hybrid learning and blended learning, and we review the literature comparing different online
teaching formats with traditional on-campus/face-to-face teaching. With this point of departure,
we explore which factors affect students’ learning experiences in different online formats in
higher education, with particular emphasis on professional education and teacher training. The
review serves to show that some factors are more prominent than others, and these factors,
including spaces, learning community and student identity, course design and the educator’s role,
are further discussed.

2. Spaces, learning community and student identity

In this part of this review, we look into teaching and learning environments, student identity and
learning communities, putting particular emphasis on the aspects highlighted by the reviewed
literature to be of specific importance for professional education students’ learning experience in
online and blended programs. Several studies have noted that the online element of blended
learning education has important implications for students’ experience of the learning setting
(c.f. Saghafi, Franz and Crowther, 2014), the learning community and their own learner identity
(Baxter and Haycock, 2014). Some research emphasizes the extent to which the absence of the
F2F environment in asynchronous online teaching reduces the possibility of in-person interaction
between students and instructors (Saghafi, Franz and Crowther, 2014) despite the importance
that is still attached to F2F communication in students’ learning experience (Tambouris, Zotou
and Tarabanis, 2014; Israel, 2015; Bolsen et al., 2016). Nonetheless, the same and other research
has pointed to the advantages that the online teaching environment offers – e.g. in terms of
“shifting the learning environment to a more social, flexible and personal space” and thus
promoting a student centered, problem-solving and social constructivist approach to learning
(Westermann, 2014; Saghafi, Franz and Crowther, 2014, Gonzàles-Gómez et al., 2016). The
latter is, moreover, increasingly becoming a feature said to characterize contemporary learning
settings in general. According to Saghafi, Franz and Crowther (2014), the online learning setting
will not, however, replace activities taking place in F2F environments in higher education.
Rather, their research shows that both the F2F and web-based learning environments have their
respective uses – but also their limitations. Therefore, they conclude that both settings work
together in complementary ways for students if a holistic model for blended learning is adopted.
Especially in professional education, opportunities for practice-related workshop activities are
important for students’ learning experience. Principally, it is the accessibility and flexibility of
workshop spaces 24 hours – virtual or F2F – that is recognized as critical for students. According
to Saghafi, Franz and Crowther’s comparative study, the F2F synchronous workshop provides a
learning space for students supporting hands-on skills training, peer learning and spontaneous
feedback, while the virtual asynchronous workshop turns out to be better suited for constructive
discussion, archival of design development and review of individual or peer progress. Similar
insights are generated from studies done by Westermann (2014) and Gonzàles-Gómez et al.
(2016), who note that one of the advantages of the dual classroom setting involving online as
well as F2F learning is that it supports the development of specific skills. In Westermann’s
study, students experienced that their critical thinking skills were stimulated because the online
setting was used for preparing oral peer discussion in the F2F classroom environment through
postings of written peer and teacher response in an online discussion forum (Westermann, 2014).
In Gonzàles-Gómez et al.’s study, students found themselves better equipped for solving general
science problems during F2F classroom and laboratory activities when online video lessons and
instructions outlining the theoretical and practical aspects of laboratory work can be watched at
any point in
time prior to or after in-class sessions

3. Course design.
We've kept a special focus on the online component of blended learning course design in
professional education because we're particularly interested in it.
Student satisfaction (Lee, 2014) and perceived learning (Gray and Diloreto, 2016) are influenced
by course design, and many factors can contribute to positive outcomes.
The suggestion that variation in (online) teaching and learning activities is necessary (Cheng and
Chau, 2016; Fedynich, Bradley, and Bradley, 2015) may make a general contribution, but the
activities and suggestions for specific course design can be numerous when research is required
to provide an answer.
Blended learning can successfully combine online exercises with field practice, preparing pre-
service teachers for their future careers as teachers. Incorporating digital collaborative tools and
working with students' digital literacy are - or should be - part of everyday practice.

Chapter 3

Methodology
This chapter shows the methods that researchers used in gathering all the data that are used in
this qualitative research.Samples and Sampling
This study involved 7 respondents, 7 students from Grade 11 Students of San Francisco Senior
High School and researcher used the convenience sampling technique to gather data. This is a
sampling approach used by qualitative researchers to choose people who are easy to find and
convenient for them.

Data gathering tools

Using a favorable geographic location and resources to recruit participants is a common
example of this.

 Locate and enlist cooperation of respondents. The interviewer has to find the

respondent. In door-to-door surveys, this means being able to locate specific addresses.
Often, the interviewer has to work at the least desirable times (like immediately after
dinner or on weekends) because that’s when respondents are most readily available.

 Motivate respondents to do good a job. If the interviewer does not take the work
seriously, why would the respondent? The interviewer has to be motivated and has to be
able to communicate that motivation to the respondent. Often, this means that the
interviewer has to be convinced of the importance of the research.

 Clarify any confusion/concerns. Interviewers have to be able to think on their feet.

Respondents may raise objections or concerns that were not anticipated. The interviewer
has to be able to respond candidly and informatively.
  Observe quality of responses. Whether the interview is personal or over the phone, the
interviewer is in the best position to judge the quality of the information that is being
received. Even a verbatim transcript will not adequately convey how seriously the
respondent took the task, or any gestures or body language that were evident.

 Conduct a good interview. Last, and certainly not least, the interviewer has to conduct a
good interview! Every interview has a life of its own. Some respondents are motivated
and attentive, others are distracted or disinterested. The interviewer also has good or bad
days. Assuring a consistently high-quality interview is a challenge that requires constant
effort.

Leader: Raga, John Iverson

Members: Carriedo, jhasmine
Azur, James
Quintana, jhonel