Review of Related Literature and Studies

Related Studies
Yoon et al. (2012)stated that digital learning (E-Learning)was first proposed by Jay Crossin
1999. With theadvance and development of technology tools, it appeared different explanations
and terminology, such as Internet-based training, web-based training, or on-line learning,
network learning, distance learning. Doris Holzberger et al. (2013)regarded digital learningas
delivery with digital forms of media(e.g. textsor pictures) through the Internet; and, the provided
learning contentsand teaching methodswere to enhance learners’learning and aimed to improve
teaching effectivenessor promote personal knowledgeand skills

Delay communication is one weakness of online learning that is reported by many researchers
(Howland & Moore, 2002; Petride, 2002; Hara & Kling, 1999; Vonderwell, 2003). According to
the study by Howland & Moore (2002), the communication between students and between
students and instructor was a critical issue. The absence of face-to-face interaction between
student and instructor contributed to negative perceptions of many students. Students felt
unconfident in guidance when the feedback from instructor was delayed. In addition, in Howland
& Moore’s study (2002), they found that many students reported that it was difficult to get
clarification on assignments, etc. due to lack of communication between student and instructor.
The general impression of communication between students was also negative. The message
board was the main communication gateway between students and instructor. Each student was
required to make a posting on message board each week. The students often reported that the
message board posting was ineffective and they were disappointed in the level and quality of
communication (Howland & Moore, 2002).

Petride’s (2002) study on learners’ perspectives on web-based learning also reported that some
participants felt a lack of immediacy in responses in the online context in comparison to what
could typically occur in a structured face-to-face class discussion. This appears to be especially
obvious in asynchronous online discussions, when students have to wait for others to read and
respond back to their postings or e-mail messages.
Hara and Kling (1999) did a qualitative case study of a web-based distance education course at a
major U.S. university. Their participants reported the lack of immediacy in getting responses
back from the instructor, and as a result they felt frustrated. Recent studies indicate similar
results. For example, in Vonderwell’s (2003) study, one reported disadvantage of an online
course was the delay of immediate feedback from the instructor. One participant stated, “It might
take hours, maybe a day or so before you get an answer back for the question” (Vonderwell,
2003, p. 84).
Lack of a sense of online community and the feelings of isolation were other weakness that
learners have reported in their online learning experiences. Vonderwell (2003) reported that
online learning participants indicated a lack of connection with the instructor, especially “one-
on-one” relationship with the instructor. Vonderwell revealed that one participant stated, “I still
feel like I know a little bit about my instructor, but not the same way that I would if I was in a
class. I don’t know much about her personality at all” (p.83). Other studies have found similar
results. For example, Woods (2002) in his study on the online communication between instructor
and learner reported that online learners reported feeling isolated from faculty as well as other
learners in the online courses they had taken.

According to Shuja, Qureshi, Schaeffer, & Zareen (2019) in their study entitled “Effect of m-
learning on student's academic performance mediated by facilitation discourse and flexibility”, as
they suggested that a multifaceted phenomenon, influenced by diverse factors such as meta-
reflective learning and cognition, interest, motivation for learning, skills, engagement, quality of
teaching and socio-economic status, characterized by enhance student’s capability to perform at
the desired level (Lewin & Mawoyo, 2014; Moseki & Schulze, 2010). Tinto (1987) defined
students’ academic performance as a longitudinal process that involves exchanges between
students’ characteristics such as resources, intentions, temperaments and commitments as well as
characteristics of the academic institution. Academic performance is increased by positive
students’ experiences that alter their commitments and intentions to positive encounters. Don
Elger (n.d.) claimed performance, as the adage goes, is a “journey not a destination.” The
location in the journey is labeled as the level of performance. Each level characterizes the
effectiveness or quality of a performance.

Related Literature:
Current literatures therefore reveal different explanations of digital learning among domestic and
international researchers. By comprehensively analyzing the viewpoints of several researchers,
digital learning could be divided into four parts (Keane, 2012).

(1) Digital teaching materials: It emphasizes that learners could learn by extracting some digital
teaching material contents. The so-called digital teaching material contents refer to e-books,
digitalized data, or contents presented with other digital methods.

(2) Digital tools: It stresses on learners proceeding leaming activity through digital tools, such as
desktop computers, notebook computers, tablet computers and smart phones.

(3) Digital delivery: It emphasizes that learners' learning activity.could be delivered through the
Internet, e.g, intranet, internet, and satellite broadcasting.

(4) Autonomous learning: It focuses on learners engaging in line or offline leaming activity.
through digital learning by themselves. It stresses on personal autonomous learning and requires
the participation of learners with autonomous learning to precede learning activity.
According to Perez(2021) " An online class is a form of learning that takes place on the internet.
The instructional materials and exams are accessed online, while interactive discussions are held
via chat groups, video call rooms, and e-mails." He also add that online class has its advantages
and disadvantages.

Advantages:

1. Lesser Cost

We all know getting an education is expensive, especially attending a physical school. Aside
from tuition fees, the daily commute, meals, and miscellaneous fees add up to the expenses. If
your children study in a different place, monthly boarding rentals have also their weight.

2. More relaxed

The whole schedule of classes takes different forms and efforts. It includes showing up on time
regardless of where the students come from and enduring hours of various teaching styles with
all distractions nearby. Rests and socialization also occur in between subjects. These can be
exhausting.

Online classes, on the other hand, reduce these activities at some level. The whole day of studies
takes place in front of your screen, in the comfort of your home, and far away from the intensity
that physical classrooms give.

3. More flexible attendance

The travel from one’s place to a school sometimes can be a hassle, especially for heavy traffic
jams or natural phenomena. Online classes spare you from heat, sweat, rain, or illness ruining the
day. The student can also do other tasks quickly without the worries of going late to the classes.

4. Comfort at home

Going to physical classes requires students to dress well in either school uniform or smart casual
clothes. There’s also a challenge in choosing the best food during lunch breaks and behaving in
public.

However, online classes just ask the students to be present on-screen, without demanding too
much about attire or behavior. A student can attend the class with sweatpants while sitting
comfortably on the bed. Since at home, food and breaks each day bring comfort.

Disadvantages:

1. Limited access

We agree that the digital era has gone full bloom as schools and businesses have adapted to the
change. However, in the Philippines, internet connectivity doesn’t fare well. Aside from the
speed that needs improvement, the majority of Filipinos cannot afford or access the internet. This
puts online classes not convenient for all.

2. More prone to distractions

There’s no classroom atmosphere, just a home too familiar. No pressure to listen to the teacher or
participate in the lesson. Staring on-screen during online classes may be less inviting than family
conversations, entertainment shows, or sunshine outside the window. Without discipline, homey

comfort can dissolve a student’s focus.

3. Inactivity and lack of socialization

On the other hand, if a student focuses his time on online classes, it can also result in lethargy.
The student will be on screen all the time, without any physical or social activities. It can
negatively impact the health of your children and their mental state.

4. Additional training for teachers

The sudden shift of classes from traditional to digital may not be favorable to some teachers.
Elders and those who are not exposed to technology will have to take extra steps in using digital
platforms. This can affect the quality of their teaching performance and student’s learning
experience.

eLearningindustry stated that the challenges of online learning can impact children to a great
extent; loss of motivation, self-discipline, and the need to study are some of the biggest problems
children face. Impacts include the lack of efficiency of technology, the difficulty for pupils to
understand the concepts taught, and online learning causes social isolation and results in pupils
not developing the necessary communication skills.
References:

eLearningindustry. Side Effects Of Online Education retrieved:

https://elearningindustry.com/side-effects-of-online-education

Hara, N., & Kling, R.. (1999). Students’ frustration with a web-based distance education course.
First Monday, 4(12). Retrieved April 5, 2004, from
http://www.firstmonday.com.dk/issues/issue4_12/index.html

Howland, J.L. & Moore, J.L. (2002). Student perceptions as distance learners in Internet-based
courses. Distance Education, 23(2), 183-196. Abstract retrieved November 18, 2003 from
EBSCOHost Database.

Keane, D. T.(2012). Leading with Technology.The Australian Educational Leader, 34(2), 44.

Perez, G. (2021). Online Class or Modular Class: Which is Better?

Retrieved.https://gdfi.com.ph/online-or-modular-class/

Petrides, L.A. (2002). Web-based technologies for distributed (or distance) learning: Creating
learner-centered educational experiences in the higher education classroom. International Journal
of Instructional Media, 29(1), 69-77.

Vonderwell, S. (2003). An examination of asynchronous communication experiences and

perspectives of students in an online course: A case study. Internet and Higher Education, 6(1),
77-90.

Yoon, J., Kwon, S., & Shim, J. E. (2012). Present Status and Issues of School Nutrition
Programs in Korea