Professional Documents
Culture Documents
As Distance Education Came Online
As Distance Education Came Online
with the use of new information and communications technology (ICT), provides
learners with even more learning choices. D. Gedera, J. Williams, & N. Wright (2015).
Online learning, which is classified as flexible learning, made use of new technology
and provide students the quick availability of information. According to the study, online
choose where, where, and what they can learn. Chou, Hung, & Chen (2015); Gedera et
al.,(2010). Online learning environments, for example, allow for greater flexibility in
terms of time, location, and learning resource availability. Students can have their own
viewing instructional material in the order that best meets their needs, repeating or
skipping sections, and following subjects regardless of the order in which they have
been arranged Hung et al (2010). The online learning environment in flexible learning
differed from traditional learning, which the students was expected to follow the subjects
and arrangements that were given. Moreover, audio and video formats enable students
to make their individual pace for consuming and assessing knowledge Neville et al
(2015). Also, in an online context, flexible learning uses videos and audio so that
students can review what they've learned and study it at any time by watching it.
Flexible learning environments, on the other hand, require students to exert control over
several aspects of their learning activities, such as time management, media used,
pace, and depth (Hung et al., 2010). Flexible learning environments provide students
control over their activities, time management, and access to social media sites, as well
students must be structured, set their own goals and plans, and regulate and evaluate
their own learning process Narciss, Proske, & Koerndle, (2007; )You, 2016). Students
will formulate and analyse what themes or learnings they have on their own, and they
will inculcate the learnings based on their own understanding. Further research is
required, according Cornelius and Gordon (2008), to find out what learning strategies
Due of the COVID-19 outbreak, educational institutions all across the world will lock the
doors in 2020. The pandemic has caused damage on educational systems nationwide,
hitting 94 percent of students in over 190 nations across all continents (UN, 2020). This
learning method, which integrates use of electronic equipment and digital technology,
The various student groups and course environments evaluated in each study could be
one reason for the considerable range in results between studies. Some students, for
example, those who have had more extensive exposure to technology or who have
been taught time management and self-directed learning abilities, may adapt to online
learning more readily than others (Gladieux & Swail, 1999; Jun, 2005; Liu, Gomez,
Khan, & Yen, 2007; Muse, 2003; Stewart, Bachman, & Johnson, 2010). Students that
have more exposure to technology are more likely to adapt to online learning. In
addition, some academic topic areas may lend themselves more readily to high-quality
online learning experiences than others (Jaggars, 2012), which may enable students
adapt more effectively. The student's ability to adapt is determined by his or her level of
adapt to the e-learning strategy (Naresh et al., 2016). Students' ability to adapt is
information available to them. For the first time, Albanian students have been faced with
pandemic. According to a study that found that the pandemic had negative effects on
school characteristics (Onyema et al., 2020) . To avoid the effects of the COVID-19
pandemic and other future pandemics on the learning process, higher education must
focus on expanding the use of technology (Ananga, 2020). During this global health
crisis, students certainly have their own perceptions and adaptive ways to online
learning.