CHAPTER 1 Diana Marie Vergara ELEM

VIRGEN MILAGROSA UNIVERSITY FOUNDATION
“The Home of God-loving and Globally Competent Individuals”

Martin P. Posadas Avenue, San Carlos City, Pangasinan, 2420, Philippine
College of Education
Effects of Virtual Classroom Environment
on Student Learning Acquisition
at Virgen Milagrosa Child Learning Center
Researchers:
Diana Marie M. Vergara
Justine Crisostomo
Corolla Nicole Dela Cruz
Bachelor of Elementary Education
(professor name)
(paper due date)

Introduction
The COVID-19 pandemic's entrenchment in the daily lives of billions of people
around the world has had a profound impact on how activities involving human-to-human
interactions are carried out. Activities that required little thought prior to COVID now require
careful pre-planning before they can be carried out. Many higher education institutions
throughout the world have found that traditional face-to-face course delivery is nearly
unfeasible due to lockdowns, social distancing, and COVID safe hygiene procedures. The
only plausible alternative for preventing the entire liquidation of many institutions has been
to force a transition to online learning. Students were compelled to stay at home as
educational institutions were forced to close. This has resulted in procedural modifications in
academic institutions' day-to-day operations. Digital advancements in the worldwide higher
education sector have been created as a result of the pandemic (Dwivedi et al., 2020). Classes
have been canceled at colleges and universities, and administrators have battled to transition
courses to an online format in days or weeks (McMurtrie, 2020). Educational institutions
have built official websites and applications to facilitate the delivery of this online content,
allowing students to continue their education. To assist teachers in their transition to online
learning, several academic institutions have created "e-learning," a web-based learning
environment for the transmission of knowledge and communication (McMurtrie, 2020).
Remote continuing education presented certain difficulties. On the one hand, teachers
struggled to acquire access to student data and test students to see if they were learning
during the pandemic. Cost of internet data, electrical supply, limited internet access and bad
internet quality, student attention, and the lack of a physical presence of a teacher to advise,
offer feedback, and answer questions were all issues that parents had to deal with. Parents
also struggled to provide devices (laptops and cell phones) and understand the platforms that
their children were intended to use for remote learning. Overall, there were huge financial
and knowledge gaps for parents who wanted to support their children's learning remotely, as
their ability to act as teachers during the epidemic was tied to their educational levels
(Azubuike, 2021).The goal of this study is to see how the change from face-to-face to online
teaching and learning activities affected student learning during the COVID-19 pandemic.
Background of the Study
In late December 2019, an outbreak of an unknown disease identified as pneumonia
of unknown cause started in Wuhan, Hubei Province, China. The outbreak spread rapidly,
infecting 9720 people in China and killing 213 people, as well as infecting 106 people in 19
other countries by January 31, 2020. Several independent laboratories identified the causative
agent of this mysterious pneumonia as a novel coronavirus (nCoV) a few days later. The
causative virus was temporarily named severe acute respiratory syndrome coronavirus 2
(SARS-CoV-2) by the World Health Organization, and the relevant infected disease was
named coronavirus disease 2019 (COVID-19) by the World Health Organization.
Coronaviruses (CoVs) are a category of enveloped, positive-sense, single-stranded RNA
viruses that cause a variety of diseases in humans and animals, affecting the respiratory,
gastrointestinal, hepatic, and neurological systems. In the past, human CoV infections were
responsible for a small percentage of annual respiratory illnesses. SARS-CoV-2 is the
seventh member of the CoV family that infects humans so far. Fever, tiredness, and cough
were the most common symptoms of COVID-19 infection, which were comparable to those
of SARS-CoV and MERS-CoV infections. The pathophysiology and pathogenesis of these
CoVs that cause serious disorders in humans have some overlapping and discrete
characteristics.
The epidemic had an impact on all aspects of life, including schooling. The global
shutdown culminated in a lockdown of educational institutions as the situation worsened. The
closure of schools, colleges, and universities created a severe situation for educational
administrators, who were left with very few options. Teaching and learning activities have
been pushed online as a result of the new pandemic reality that has befallen us. While much
research has been done on student perceptions of online and distance learning, none has used
a social laboratory to investigate the consequences of a forced transition on student attitudes.
This fast transformation in teaching "has resulted in dramatically increased workloads
for staff as they struggle to not only migrate instructional content and resources into the
online environment, but also become sufficiently skilled in navigating the needed software,"
according to the report (Allen et al., 2020). Similarly, pupils struggled to adjust to the
unexpected and unplanned change to online learning (Baticulon et al., 2021). It's hardly
surprising, however, that little is known about students' readiness for real-time online
learning (Tang et al., 2021). Transitions are usually voluntary and/or planned, according to
previous research on online teaching and learning; however, emergency transitions, such as
the one caused by the Covid-19 pandemic, have a relatively small body of knowledge (Garca-
Pealvo et al., 2021; Iglesias-Pradas, Hernández-Garca, Chaparro-Peláez, & Prieto, 2021;
Lemay et al.) This has had a profound impact on how courses are developed and delivered in
higher education institutions. Lockdowns imposed by the government have damaged once-
thriving classroom environments, pushing educators to quickly implement online learning
technology to support distant contact with students. This has resulted in the development of
innovative learning and communication platforms that have fundamentally altered the
teaching and learning landscape for disciplines and institutions that were previously assumed
to be conducted in a physical setting. Students are taught online, either in real time or via
recorded classes. India is a developing economy that is rapidly moving toward a fully digital
future. For the majority of the people, online education is not a novel concept in this age of
digitization. To the community, the concept of complete reliance on technology to educate
children is a new one. Being a part of a virtual classroom is no longer an option, but rather a
need for students (Pathak, 2020). In many countries, the conventional student image of higher
education has been confined, but with the impact of the Internet, this traditional "student
body" has transformed. The student population for educational institutions offering online
courses has evolved dramatically, rather than being limited to geographical demographics.
Indeed, these online courses have ushered in a new era in educational history known as
virtual learning communities. While online educators may have started out instructing
students in their local communities, this option has evolved over the last decade. In fact,
many online instructors have noticed that their student populations are becoming more
diverse. Teachers have also understood that they need to update their teaching skills,
techniques, and strategies to meet the changing demands of their students in the classroom, as
well as their own teaching portfolio (Barrett, 2011).
The World Health Organization recorded about 81 million new COVID-19 cases from
the beginning to December 31, 2020. (2021). COVID-19 has wreaked havoc on every aspect
of life, including healthcare, education, and the economy (Li et al., 2020). Educational
institutions were closed, and students around the world were forced to stay at home. The
exact date when the imposed lockdowns will be removed is unknown at this time. Students'
use of social media has increased as a result of social alienation. Social media is a convenient
means of communication that allows students and teachers to communicate more effectively
and practice social distancing (Vordos et al., 2020). Online learning is becoming more
popular, and experts are debating the value of this medium in light of recent advances in the
ease of using social media for academic communication. Social media has the potential to
disrupt traditional educational methods by providing students with a platform to directly
communicate and work with individuals all over the world (Reid and Ostashewski, 2010;
Forkosh-Baruch and Hershkovitz, 2012). There are two types of online learning: synchronous
and asynchronous. Asynchronous technology (e.g., E-mail, earlier video recording,
discussion forums, etc.) allows for "live" interaction between the instructor and the students,
whereas synchronous technology (e.g., audioconferencing, videoconferencing, web chats,
etc.) involves significant delays in time between instruction and its receipt. Electronic
communication tools are rapidly encroaching on every aspect of life, and educational
institutions have struggled for decades to understand the function of such devices in
information distribution, utility, and interactive style. Adoption and use of mobile devices
and social media can give students with a plethora of futuristic learning opportunities,
including access to course information and engagement with peers and professionals (Cavus
& Ibrahim, 2008, 2009; Kukulska-Hulme & Shield, 2008; Nihalani & Mayrath, 2010;
Richardson & Lenarcic, 2008, Shih, 2007). The benefits of using social media and mobile
devices are generally recognized in terms of obtaining course content, video clips, and
transferring instructional notes, among other things. In general, students believe that social
media and mobile devices are the most cost-effective and convenient ways to get pertinent
information. Students can use social media and mobile devices to create, edit, and share
course content in text, video, and audio formats. These technological advancements have
resulted in the emergence of a new type of learning culture, one built on the concepts of
collaborative discovery and interaction (Selwyn, 2012). The phenomenon of social media
emerged in 2005, following the realization of Web2.0, and is more precisely defined as "a
series of Internet-based apps that build on the conceptual and technological underpinning of
web 2.0 and allow the creation and exchange of user-generated content" (Kaplan & Haenlein,
2010). Students can use mobile devices and social media to access resources, materials,
course content, and communicate with mentors and colleagues (Cavus & Ibrahim, 2008,
2009; Richardson & Lenarcic, 2008). Students can communicate with their mentors, access
their course materials, customize them, and develop student communities using social media
platforms in academic institutions (Greenhow, 2011a, 2011b). More than 75 percent of
teenagers use online networking sites for e-learning, with 90 percent of school-aged children
utilizing the internet on a regular basis (DeBell & Chapman, 2006; Lenhart, Arafeh, & Smith,
2008; Lenhart, Madden, & Hitlin, 2005). However, the use of online technologies specifically
in the mode of learning still holds a lot of challenges and disadvantages.
In fact, the employment of various distribution formats has a long history in
education. Since the 1950s, mechanical and then electronic teaching machines have delivered
personalised learning programs, thanks to B. F. Skinner, who recommended employing
technology to guide individual learners through precisely organized sequences of instruction
while providing immediate feedback on their response accuracy. The first codified
representations of programmed learning, or 'planned' learning events, were Skinner's ideas.
Then, in the 1960s, Fred Keller developed a personalized system of education in which
students first study required course materials on their own, then meet with a tutor for one-on-
one assessment sessions, gaining permission to proceed only after demonstrating mastery of
the content. On occasion, class sessions were given to clarify concepts, answer questions, and
allow for social interaction. A customized instructional strategy was developed based on the
idea that initial topic engagement may be done individually, then argued and executed in a
classroom context. Fast forward to 2020, when a slew of new educational breakthroughs have
emerged, paving the way for widespread acceptance of remote learning. Access is a major
issue. There are still other issues here, including a lack of Internet connectivity in some areas,
particularly rural areas, and competing needs among family members for home technology
use. However, innovative solutions have evolved to offer students and families with the
facilities and resources they need to participate in and finish coursework successfully
(Darling-Hammond, 2020).
While there has been a blurring of the distinctions between traditional and distance
education for decades, the web has hastened the erasure of these lines. Due to improved
infrastructure and developed skill sets that let people travel across different delivery systems,
less single mode, more multi-modal, and therefore more educator choices is becoming the
norm. Hybrid or blended teaching and learning best practices have acted as a roadmap for
new instructional delivery combinations that have emerged in response to the shift to virtual
learning. Multiple delivery options are expected to persist, and will be a feature used by
students of all ages. Future iterations of online education will be less restricted by the
traditions of single teaching modalities, as educators will be able to support pedagogical
methods from a menu of instructional delivery possibilities, a mix that earlier generations of
online educators have supported (Lockee, 2021). The technological and administrative
processes for adopting online learning, as well as the infrastructure that supports its access
and delivery, had to adjust fast in response to the COVID-19 epidemic. While many people
still struggle with access, large resources have been allocated and mechanisms built to
connect students with course activities and materials, to enable communication between
instructors and students, and to handle online learning administration. Greater access and
opportunities to online education have now been formed, and the next generation of online
education adopters has a clear path ahead of them.

Against this backdrop, acquiring knowledge is hardly a foregone conclusion.
Importantly, precise knowledge may make policymaking and compliance more efficient.
Overestimating or underestimating the pandemic's impact may lead to actions that are
counterproductive to resolving the issue (i.e., hoarding). Citizens who are misinformed, for
example, are less likely to follow government directives (Hameleers et al., 2020). While
critics are quick to point out online learning's flaws, the truth is that virtual learning is here to
stay in a world where students are increasingly immersed in an online environment, making
traditional teaching methods increasingly obsolete when it comes to working with an
evolving, networked student population. The corona pandemic provides a unique case study
for examining how information acquisition evolves as the nature and severity of a crisis
scenario changes. Theoretically, we want to provide new insights into how knowledge
acquisition is influenced by context. Because disinformation thrives during times of crisis
(e.g., Pennycook et al., 2020), reliable information, which is critical for democratic decision-
making, may be inhibited. Given that people tend to overestimate their actual knowledge
(McKasy et al., 2020) and that perceived and actual knowledge are frequently confused (Su et
al., 2014), In this situation, the most accurate operationalization of knowledge acquisition
may be based on true estimates of reliably recorded statistics during the pandemic.
According to Damstra and Hameleers (2021), to follow the evolution of knowledge
during the epidemic, the changing nature of the situation at the time the poll should be
conducted. The epidemic took numerous lives during the first stage during April, and
concerns were raised regarding the ability of intensive care units to handle patients. Despite
expert debate over the virus's propagation and breadth, as well as the most efficient
responses, the government chose to impose severe controls to prevent the virus's
transmission. Increasing expert consensus resulted in a greater availability of agreed-upon

verified knowledge and facts in the second phase. Interventions by the government remained
in place. The third stage was marked by a large decline in the number of victims and an
increase in the rate of recovery. Along with corona-related difficulties, the media began to
explore other topics. Finally, the study's fourth phase is marked by a gradual return to
normalcy in public life. Despite the fact that the crisis was alleviated, fears of "second waves"
surfaced fast. During these months, two factors may have had opposing effects on people's
knowledge. First, when expert disagreement dropped, people's factual knowledge may have
increased (Dooren & Noordegraaf, 2020). In addition, like in many other countries, the
recording of casualties and recoveries improved with time. Simultaneously, as the number of
new cases reduced, the importance of the issue decreased.
Virtual classrooms are currently prevalent in Virgen Milagrosa Child Learning
Center. The researchers would like to grasp information about student learning acquisition
through a virtual classroom environment, as the students and teachers are currently facing a
pandemic that affects greatly on the transformation of teaching platforms. This will also
benefit the teachers involved in online learning as the study will serve as a basis to be aware
of the student's learning acquisition given the virtual environment.
Theoretical framework
Learning research and studies have traditionally focused on early childhood learning,
childhood learning, and adolescent learning. Learning, on the other hand, is today recognized
as a lifelong process that begins at birth and continues until death; it is the process through
which we apply our previous experiences to deal with new situations and form relationships.
Consequently, Language distinguishes humans from other animals. Humans are unusual in
their capacity to depict abstract thoughts and feelings using a combination of characters and
sounds. It's no surprise that philosophers have debated its significance for thousands of years.
Scholars and scientists continue to debate how people learn languages in today's world.
The Acquisition-Learning distinction is the most basic of Krashen's five hypotheses,
and it's the one that linguists and language teachers are most familiar with. The 'acquired
system' and the 'learned system,' according to Krashen, are two separate systems of foreign
language proficiency. The 'acquired system,' often known as 'acquisition,' is the result of a
subconscious process comparable to that of toddlers learning their first language. It
necessitates meaningful contact in the target language - natural communication - in which the
focus is on the communicative act rather than the form of the speakers' utterances. The
"learned system," often known as "learning," is the result of formal education and consists of
a conscious process that culminates in conscious information 'about' the language, such as
grammar rules. In a teacher-centered situation, a deductive method leads to "learning," but in
a student-centered setting, an inductive approach leads to "acquisition."
The Monitor hypothesis defines learning's impact on acquisition and shows how the
two are linked. The monitoring function is a practical consequence of learning grammar.
According to Krashen, the acquisition system initiates utterances, while the learning system
acts as a ‘monitor' or ‘editor.' In second language performance, it appears that conscious
learning has a limited role. The monitor's role, according to Krashen, is minor, as it is mainly
employed to correct departures from "regular" speech and to give speech a more 'finished'
appearance.
Krashen's Input hypothesis attempts to explain how a learner acquires a second
language — how second language acquisition occurs. The Input hypothesis exclusively
considers 'acquisition' rather than 'learning.' According to this theory, when a student gets a
second language 'input' that is one step beyond his or her existing level of linguistic ability,
the learner improves and develops along the 'natural order.' When a learner is at stage I for
example, acquisition occurs when he or she is exposed to 'Comprehensible Input' from level I
+ 1'. Because not all learners will be at the same level of linguistic competence at the same
time, Krashen proposes that natural communicative input be used to construct a syllabus,
ensuring that each learner receives some I + 1' input appropriate for his or her current level of
linguistic competence.
The Affective Filter theory encapsulates Krashen's belief that a variety of 'affective
variables' facilitate but do not cause second language acquisition. Motivation, self-
confidence, anxiousness, and personality traits are among the variables. Learners with high
drive, self-confidence, a positive self-image, low anxiety, and extroversion, according to
Krashen, are better equipped for success in second language learning. Low motivation, low
self-esteem, anxiety, introversion, and inhibition can all raise the affective filter and create a
"mental block" that inhibits intelligible input from being used for learning. In other words,
when the filter is turned on, it makes it difficult to learn a new language. Positive effect, on
the other hand, is necessary for acquisition but not sufficient in and of itself.
Finally, the Natural Order hypothesis (Dulay & Burt, 1974; Fathman, 1975; Makino,
1980 cited in Krashen, 1987) is based on research findings (Dulay & Burt, 1974; Fathman,
1975; Makino, 1980 cited in Krashen, 1987) that suggested that the acquisition of
grammatical structures follows a predictable 'natural order.' Some grammatical structures are
learned early in a language, whereas others are learned later. This order appeared to be
unaffected by the learners' age, L1 background, or exposure conditions, and while individual
acquirers' agreement was not always 100 percent in the studies, there were statistically
significant similarities that supported the existence of a Natural Order of language
acquisition. The natural order hypothesis, according to Krashen, does not imply that a
language program curriculum should be based on the order discovered in the studies. When it
comes to language acquisition, he really opposes grammatical sequencing.
Statement of the problem
The researchers aim to determine the student learning acquisition through a virtual
classroom environment. Specifically, it seeks to answer the following questions:
1. What is the demographic profile of the respondents in terms of:

a. Sex; and
b. Age
2. What are the possible effects of experiencing virtual classroom environment in:
a. language acquisition
b. knowledge acquisition
3. How does the virtual classroom environment affect the learning acquisition of
students?
4. How does the findings contribute to existing knowledge about learning acquisition
given the virtual classroom environment?
5. What are the reasons that prompted the respondents to give statements about learning
acquisition of students in a virtual classroom environment?
Null hypotheses
At the .05 level of significance, the following null hypotheses were tested.
1. There is no significant difference between the students on student learning acquisition
given the virtual classroom environment.

2. There is no significant difference with student learning acquisition and the virtual
classroom environment.
Significance of the Study
The purpose of the study is to determine the Effects of Virtual Classroom
Environment
on Student Learning Acquisition at Virgen Milagrosa Child Learning Center that will be used
to discover essential knowledge needed in the teaching field given the circumstances.
The following are those who can be greatly benefited by this study.
Teachers. Through this study, the teachers are already well-aware of how learning
acquisition is done during this time of pandemic and by that the teachers will get a detailed
and better comprehension of the subject matter which may lead to formulating new solutions
to student learning acquisition.
Students. The students will be benefiting through this study by means of better
learning acquisition in general and provide a more efficient and effective classroom learning
given the online setup.
The Readers. This study will benefit the readers as they will be adding new
information to existing knowledge which may lead to better apprehension of student learning
acquisition.
The Researchers. The researcher's critical thinking and capacity to conduct the study
are enhanced by the information and knowledge collected during the research process which
may also aid in producing a new and innovative research problem in the future.
The Future Researchers. The existing research study will aid the future researchers
in coming up with a framework in their study and may formulate a greater solution to existing
problems regarding student learning acquisition in a virtual classroom setup.
REFERENCES
Azubuike, B. (2021, June 2). Education, digital skills acquisition and learning during
COVID-19 in Nigeria. Africa Portal. Retrieved November 23, 2021, from
https://www.africaportal.org/features/education-digital-skills-acquisition-and-learning-
during-covid-19-nigeria/
Barrett, B. (2011). Virtual Teaching And Strategies: Transitioning From Teaching Traditional
Classes To Online Classes. Contemporary Issues in Education Research (CIER), 3(17), 17.
https://www.researchgate.net/publication/298331984_Virtual_Teaching_And_Strategies_Tra
nsitioning_From_Teaching_Traditional_Classes_To_Online_Classes
Cavus, N., & Ibrahim, D. (2008). A mobile tool for learning English words, Online
Submission (pp. 6–9) Retrieved from http://libezproxy.open.ac.uk/login?
url=http://search.ebscohost.com/login.aspx?
direct=true&db=eric&AN=ED504283&site=ehost-live&scope=site.
Chan JF, Lau SK, Woo PC. The emerging novel Middle East respiratory syndrome
coronavirus: the “knowns” and “unknowns”. J Formos Med Assoc. 2013;112(7):372-381.
Damstra, A., & Hameleers, M. (2021). Knowledge Acquisition in Times of the 2020
Coronavirus Pandemic: Evidence from a Four-Wave Panel Study. Public Opinion Research,
33(3), 724–733. https://academic.oup.com/ijpor/article/33/3/724/6359469
Darling-Hammond, L. et al. (2020). Restarting and Reinventing School: Learning in the Time
of COVID and Beyond. Learning Policy Institute.
DeBell, M., & Chapman, C. (2006). Computer and internet use by students in 2003.
Statistical analysis report. NCES 2006-065. National Center for education statistics.
Dooren W. V., Noordegraaf M. (2020). Staging science: Authoritativeness and fragility of
models and measurement in the Covid‐19 crisis . Public Administration Review, 80(4), 610–
615. https://doi.org/10.1111/puar.13219
Dwivedi, Y. K., Hughes, D. L., Coombs, C., Constantiou, I., Duan, Y., Edwards, J. S., et al.
(2020). Impact of covid-19 pandemic on information management research and practice:
transforming education, work and life. Int. J. Inform. Manag. 55:102211. doi:
10.1016/j.ijinfomgt.2020.102211
Forkosh-Baruch, A., and Hershkovitz, A. (2012). A case study of Israeli higher-education
institutes sharing scholarly information with the community via social networks. Inter. High.
Educ. 15, 58–68. doi: 10.1016/j.iheduc.2011.08.003
Greenhow, C. (2011a). Online social networks and learning. On the horizon, 19(1), 4–12.
Greenhow, C. (2011b). Youth, learning, and social media. Journal of Educational Computing
Research, 45(2), 139–146. https://doi.org/10.2190/EC.45.2.a.
Hameleers M., van der Meer T. G., Brosius A. (2020). Feeling “disinformed” lowers
compliance with COVID-19 guidelines: Evidence from the US, UK, Netherlands and
Germany. Harvard Kennedy School Misinformation Review, 1(3).
https://doi.org/10.37016/mr 2020–023
Kaplan, A. M., & Haenlein, M. (2010). Users of the world, unite! The challenges and
opportunities of social media. Business Horizons, 53(1), 59–68.
Khan, M. N., Ashraf, M. A., Seinen, D., Khan, K. U., & Laar, R. A. (2021). Social Media for
Knowledge Acquisition and Dissemination: The Impact of the COVID-19 Pandemic on
Collaborative Learning Driven Social Media Adoption. frontiers in psychology.
https://www.frontiersin.org/articles/10.3389/fpsyg.2021.648253/full
Kukulska-Hulme, A., & Shield, L. (2008). An overview of mobile assisted language learning:
From content delivery to supported collaboration and interaction. ReCALL, 20(3), 271–289.
Lenhart, A., Arafeh, S., & Smith, A. (2008). Writing, technology and teens. Pew Internet &
American Life Project.
Lenhart, A., Madden, M., & Hitlin, P. (2005). Teens and technology (p. 2008). Washington,
DC: Pew Charitable Trusts Retrieved September 29.
Lemay, D. J., Bazelais, P., & Doleck, T. (2021). Transition to online learning during the
COVID-19 pandemic. Computers in Human Behavior Reports, 4.
https://www.sciencedirect.com/science/article/pii/S2451958821000786
Li, C. H., Rajamohan, A. G., Acharya, P. T., Liu, C. S. J., Patel, V., Go, J. L., et al. (2020).
Virtual read-out: radiology education for the 21st century during the COVID-19 pandemic.
Acad. Radiol. 27, 872–881. doi: 10.1016/j.acra.2020.04.028
Lockee, B.B. Online education in the post-COVID era. Nat Electron 4, 5–6 (2021).
https://doi.org/10.1038/s41928-020-00534-0
Lu R, Zhao X, Li J, et al. Genomic characterisation and epidemiology of 2019 novel coronavirus:
implications for virus origins and receptor binding. Lancet. 2020;395(10224):565-574.
McKasy M., Cacciatore M., Su L. Y. F., Yeo S. K., Oneill L. (2020). Operationalizing
science literacy: an experimental analysis of measurement. Journal of Science
Communication, 19(4), A03. https://doi.org/10.22323/2.19040203

McMurtrie, B. (2020). The coronavirus has pushed courses online. Professors are trying
hard to keep up. Chron. High. Educ. 66. https://www.chronicle.com/article/the-coronavirus-
has-pushed-courses-online-professors-are-trying-hard-to-keep-up/
Nihalani, P. K., & Mayrath, M. C. (2010). Statistics I. Findings from using an iPhone app in a
higher education course. In White Paper.
Pathak, R. (2020, September 6). The transition from traditional to online Classrooms.
Analytics Steps. Retrieved November 23, 2021, from
https://www.analyticssteps.com/blogs/transition-traditional-online-classrooms
Pennycook G., McPhetres J., Zhang Y., Lu J. G., Rand D. G. (2020). Fighting COVID 19
misinformation on social media: Experimental evidence for a scalable accuracy nudge
intervention. Psychological science, 31(7), 770–780. https://doi.org/10.31234/osf.io/uhbk9
Reid, D., and Ostashewski, N. (2010). “Evolution of online teacher professional development
in a social networking site: what's been working and what's not,” in EdMedia+ Innovate
Learning, eds J. Herrington and C. Montgomerie (Waynesville, NC: Association for the
Advancement of Computing in Education (AACE)), 1117–1122. Available online at:
https://www.learntechlib.org/primary/p/34773/
Richardson, J., & Lenarcic, J. (2008). Text Messaging as a Catalyst for Mobile Student
Administration: The “Trigger” Experience. International Journal of Emerging Technologies
& Society, 6(2), 140–155.

Schutz, R. E. (2019, October). Stephen Krashen's Theory of Second Language Acquisition.
Stephen Krashen's Theory of Second Language Acquisition. Retrieved November 23, 2021,
from https://www.sk.com.br/sk-krash-english.html
Selwyn, N. (2012). Making sense of young people, education and digital technology: The
role of sociological theory. Oxford Review of Education, 38(1), 81–96.
Su L. Y. F., Cacciatore M. A., Scheufele D. A., Brossard D., Xenos M. A. (2014).
Inequalities in scientific understanding: Differentiating between factual and perceived
knowledge gaps. Science Communication, 36(3), 352–378.
https://doi.org/10.1177/1075547014529093
Turnbull, D., Chugh, R. & Luck, J. (2021).Transitioning to E-Learning during the COVID-19
pandemic: How have Higher Education Institutions responded to the challenge?. Educ Inf
Technol 26, 6401–6419. https://doi.org/10.1007/s10639-021-10633-w
Vordos, N., Gkika, D. A., Maliaris, G., Tilkeridis, K. E., Antoniou, A.,
Bandekas, D. V., et al. (2020). How 3D printing and social media
tackles the PPE shortage during Covid−19 pandemic. Saf. Sci.
130:104870. doi: 10.1016/j.ssci.2020.104870
World Health Organization (2021). WHO Coronavirus (COVID-19) Dashboard. Available
online at: https://covid19.who.int/ (assessed May 5, 2021).

Wuhan Municipal Health Commission. Report of Clustering Pneumonia of Unknown
Etiology in Wuhan City. 2019. http://wjw.wuhan.gov.cn/front/web/showDetail/20191
Zhou P, Yang XL, Wang XG, et al. A pneumonia outbreak associated with a new coronavirus
of probable bat origin. Nature. 2020;579:270-273.
Zhu N, Zhang D, Wang W, et al. A novel coronavirus from patients with pneumonia in
China, 2019. N Engl J Med. 2020;382(8):727-733.
Zumla A, Chan JF, Azhar EI, Hui DS, Yuen KY. Coronaviruses—drug discovery and
therapeutic options. Nat Rev Drug Discov. 2016;15(5):327-347.

CHAPTER 1 Diana Marie Vergara ELEM

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

CHAPTER 1 Diana Marie Vergara ELEM

Uploaded by

Copyright:

Available Formats

VIRGEN MILAGROSA UNIVERSITY FOUNDATION

“The Home of God-loving and Globally Competent Individuals”

Effects of Virtual Classroom Environment

on Student Learning Acquisition

at Virgen Milagrosa Child Learning Center

Diana Marie M. Vergara

Corolla Nicole Dela Cruz

Bachelor of Elementary Education

(paper due date)

The COVID-19 pandemic's entrenchment in the daily lives of billions of people

to force a transition to online learning. Students were compelled to stay at home as

academic institutions' day-to-day operations. Digital advancements in the worldwide higher

courses to an online format in days or weeks (McMurtrie, 2020). Educational institutions

learning, several academic institutions have created "e-learning," a web-based learning

environment for the transmission of knowledge and communication (McMurtrie, 2020).

Background of the Study

In late December 2019, an outbreak of an unknown disease identified as pneumonia

named coronavirus disease 2019 (COVID-19) by the World Health Organization.

Coronaviruses (CoVs) are a category of enveloped, positive-sense, single-stranded RNA

responsible for a small percentage of annual respiratory illnesses. SARS-CoV-2 is the

of SARS-CoV and MERS-CoV infections. The pathophysiology and pathogenesis of these

shutdown culminated in a lockdown of educational institutions as the situation worsened. The

a social laboratory to investigate the consequences of a forced transition on student attitudes.

This fast transformation in teaching "has resulted in dramatically increased workloads

Pealvo et al., 2021; Iglesias-Pradas, Hernández-Garca, Chaparro-Peláez, & Prieto, 2021;

thriving classroom environments, pushing educators to quickly implement online learning

digitization. To the community, the concept of complete reliance on technology to educate

well as their own teaching portfolio (Barrett, 2011).

disrupt traditional educational methods by providing students with a platform to directly

and asynchronous. Asynchronous technology (e.g., E-mail, earlier video recording,

whereas synchronous technology (e.g., audioconferencing, videoconferencing, web chats,

platforms in academic institutions (Greenhow, 2011a, 2011b). More than 75 percent of

in the mode of learning still holds a lot of challenges and disadvantages.

In fact, the employment of various distribution formats has a long history in

personalised learning programs, thanks to B. F. Skinner, who recommended employing

technology to guide individual learners through precisely organized sequences of instruction

representations of programmed learning, or 'planned' learning events, were Skinner's ideas.

traditions of single teaching modalities, as educators will be able to support pedagogical

education adopters has a clear path ahead of them.

Against this backdrop, acquiring knowledge is hardly a foregone conclusion.

traditional teaching methods increasingly obsolete when it comes to working with an

acquisition is influenced by context. Because disinformation thrives during times of crisis

According to Damstra and Hameleers (2021), to follow the evolution of knowledge

transmission. Increasing expert consensus resulted in a greater availability of agreed-upon

new cases reduced, the importance of the issue decreased.

Virtual classrooms are currently prevalent in Virgen Milagrosa Child Learning

of the student's learning acquisition given the virtual environment.

The Acquisition-Learning distinction is the most basic of Krashen's five hypotheses,

subconscious process comparable to that of toddlers learning their first language. It

grammar rules. In a teacher-centered situation, a deductive method leads to "learning," but in

a student-centered setting, an inductive approach leads to "acquisition."

acts as a ‘monitor' or ‘editor.' In second language performance, it appears that conscious

Krashen's Input hypothesis attempts to explain how a learner acquires a second

drive, self-confidence, a positive self-image, low anxiety, and extroversion, according to

significant similarities that supported the existence of a Natural Order of language

comes to language acquisition, he really opposes grammatical sequencing.

Statement of the problem

classroom environment. Specifically, it seeks to answer the following questions:

1. What is the demographic profile of the respondents in terms of:

1. There is no significant difference between the students on student learning acquisition

given the virtual classroom environment.

Significance of the Study