REVIEW OF RELATED LITERATURE

Linjawi, A. and Alfadda, L. (2018) indicated that 2-learning had

become an important method in education for its lower cost and efficient

factor of being easy to access wherever and whenever which results to many

institution thinking to implement online education in their programs.

Linjawi and Alfadda mentioned that health profession educational

fields, including dental education, demand high-quality education methods.

With the technological advancements they are also affected as many courses

are using virtual classrooms and conducting assignments through software.

This made the researchers perform the study to assess the

perceptions, attitudes, and readiness of a cohort group toward challenges on

online learning in dental education. Questionnaires were given at two points

in time: 2014, when they were fourth-year undergraduates (T1) and in

2017, during their internship year (T2).

They came with the conclusion showed acceptable levels of individual

characteristics and system competency levels as well as the perceived

importance of using technology in dental education among the participants.

However, the perceived impact of and readiness for e-learning were found to

be less acceptable as students matured. The need for much support in some

skills was also reported.

 Edres, R. (2017) indicated that in their study that those who have

experienced the Blended Learning have attained the grade of 90% and

above, even if they are not honors, while those who are new to the teaching

system garnered the grades of 78% - 80% which is deemed fair in the

Academic Grading System of the Philippines.

It was also concluded in their study that the students were neutral

when asked if Blended Learning teaches them in a short time and if lessons

are applicable in real time situations. Moreover, it was stated that they

disagreed on the statement that the necessary discussions are covered in

Blended Learning.

Regarding with the usage of various strategies in coping with the

teaching-learning style, it was found that the students dominantly use their

listening skills during Face-to-Face sessions and that they sometimes do

some research for further reference.

Edres also revealed in their study that in the interview, majority of the

students said that they do their online education sessions in one sitting,

more specifically when deadlines are closing.

Ghencea, C., Petru, T. and Petru, V. (2017) analyze that several

studies have focused on the perception of the quality of online education by

academic staff and administrators, decided to conduct a research based on

the student perceptions. They have used qualitative methods to investigate

the perceptions of the students on the quality of online courses based on

their own online courses on the university platform and their perceptions

about online courses, their positive and negative experiences were

examined. Factors contributing to these experiences have also been

identified.