Literature review:

The COVID-19 pandemic is the world's first and most serious health crisis. As a precaution,
many countries have opted to close schools, colleges, and institutions. According to UNESCO,
the corona epidemic poses a hazard to 577 million pupils globally. More and more schools have
launched home learning by the middle of March 2020, following the lead of foreign schools in
Jakarta and Tangerang. As a result of the COVID outbreak, many schools were forced to do
online learning so that students will still have the right education they need, in accordance with
government regulations on social limitations having classes virtual was the best way for a
student to learn safely thus making the student more prone to use a smartphone and other
screen devices. Technological improvements have an impact on each of us and can provide us
with a strategic advantage in both our personal and professional life. Despite the benefits of
technology, there are several drawbacks. Near the turn of the century, the growing use and
reliance on the Internet sparked a new public health concern: "Internet Addiction Disorder,"
which was subsequently included in the Diagnostic and Statistical Manual of Diseases (DSM-5)
under the condition of further research (Sunitha, 2020). In the academic realm, smartphone
abuse to addiction is becoming a rapidly emerging issue because most schools are now going
online because of the pandemic, students whether higher learning students or low-level
students are now using. With regards to the impact of smartphone use on academics, research
has been controversial as some studies report positive results, whereas others find the use of a
smartphone as a hindrance to academic activities and overall growth and performance.

In another related research to our topic titled “Evaluation of Evidence-Based Practices in Online
Learning: A Meta-Analysis and Review of Online Learning Studies” says that more than a
thousand empirical studies of online learning were found in a systematic search of the research
literature from 1996 to July 2008. Students in online learning environments did better on
average than those receiving face-to-face teaching, according to the meta-analysis. The
difference in student results for online and face-to-face classes measured as the difference
between treatment and control averages divided by the pooled standard deviation was higher
in studies contrasting blended online and face-to-face training with solely face-to-face
instruction (Barbara and Toyama, 2009). In another related literature review titled “Impact of
the COVID-19 Pandemic on Online Home Learning: An Explorative Study of Primary Schools in
Indonesia” say that because distant learning is not yet part of the learning culture, even
students with suitable home infrastructure may face difficulties with home learning. Some of
their respondents stated that it takes more work on the part of the lecturers to build students'
knowledge than in a traditional face-to-face lesson. The considerable increase in screen usage
among children is also a cause for concern. To become a more flexible online learner, students
who learn best in a certain method must be exposed to a diversity of learning experiences (dah
Pitarti, 2020). Students who learn online are more likely to have a visual and read-and-write
learning style. Students that are willing to try new things are more concerned about the quality
of online learning.

Bibliography
Barbara and Toyama, Y. a. (2009). Retrieved from https://repository.alt.ac.uk/629/

dah Pitarti, R. S. (2020). Retrieved from

https://www.researchgate.net/profile/Masduki-Asbari/publication/341194197_Impact_of_the_
COVID-
19_Pandemic_on_Online_Home_Learning_An_Explorative_Study_of_Primary_Schools_in_Indo
nesia/links/60136c1345851517ef2262c7/Impact-of-the-COVID-19-Pandemic-on-Online

Sunitha, P. (2020). Retrieved from

https://www.researchgate.net/profile/Masduki-Asbari/publication/341194197_Impact_of_the_
COVID-
19_Pandemic_on_Online_Home_Learning_An_Explorative_Study_of_Primary_Schools_in_Indo
nesia/links/60136c1345851517ef2262c7/Impact-of-the-COVID-19-Pandemic-on-Online

Yoo, S. J. (n.d.). Retrieved from

https://www.researchgate.net/profile/Isha-Akulwar-Tajane/publication/
345493573_Rethinking_Screen_Time_during_COVID-19_Impact_on_Psychological_Well-
Being_in_Physiotherapy_Students/links/5fd4199ba6fdccdcb8bb049d/Rethinking-Screen-Time-
during-COVID-19-Impact
References:

https://www.tandfonline.com/doi/full/10.1080/10409289.2020.1843925

https://www.researchgate.net/profile/Isha-Akulwar-Tajane/publication/
345493573_Rethinking_Screen_Time_during_COVID-19_Impact_on_Psychological_Well-
Being_in_Physiotherapy_Students/links/5fd4199ba6fdccdcb8bb049d/Rethinking-Screen-Time-during-
COVID-19-Impact-on-Psychological-Well-Being-in-Physiotherapy-Students.pdf

https://www.researchgate.net/profile/Isha-Akulwar-Tajane/publication/
353536969_Rethinking_Screen_Time_During_COVID-
19_Impact_on_Sleep_and_Academic_Performance_in_Physiotherapy_Students/links/
610207e1169a1a0103c3967d/Rethinking-Screen-Time-During-COVID-19-Impact-on-Sleep-and-
Academic-Performance-in-Physiotherapy-Students.pdf