CHAPTER 2

RELATED LITERATURE AND STUDY

“ ABM student’s post-pandemic experience -Difference of

distance learning and current face-to-face: A Phenomenological Study “

LOCAL LITERATURE

“From face-to-face to teaching at a distance: Lessons learned from emergency

remote teaching”

The authors of this research are Lovely C. Corcuera & Abel V. Alvarez.

This research determines how the Covid-19 disrupts not only the health,

economic, and tourism sectors but it paralyzed the education sector as well. The

sudden shift of teaching and learning delivery continuously challenges not only
the students but also the teachers who are serving as educational front liners at

the time of the COVID-19 Pandemic in the Philippines.

Based on UNESCO’s global monitoring of school closures caused by Covid-19,

as of mid-September 2020, there are more than 800 million affected learners,

and only 49.9 percent are the total enrolled learners worldwide. In the

Philippines, the schools, universities, and colleges will remain close since there is

still an absence of a reliable vaccine/cure. The learners will still not be allowed to

come to school to keep safe from the public health emergency (Hodges et al.,

2020). It puts the educational leaders to adapt any alternative solution to deal

with the educational needs of the students even in the absence of face-to-face

interaction (Danjou, 2020; Reimers & Schleicher, 2020; Toquero, 2020)

Considering that the educators were trained to teach the learners in a traditional

mode of teaching and learning, however, due to the call for new modes of

teaching, they have to adapt alternative ways since the world is still in estate of

emergency and that education should still be delivered even in times of crisis.

Considering that the global pandemic is a sudden concern, educational leaders

and teachers need to act swiftly (Danjou, 2020; ILO, 2020) for the continuity of

providing quality education to the students (Tria, 2020).

“Academic and emotional effects of online learning during the COVID-19

pandemic on engineering students”

The authors of this research are Baltà-Salvador, R., Olmedo-Torre, N., Peña, M.

et al.

This study explores the emotional effects of the COVID-19 pandemic on

engineering students over time as well as their online learning experiences as

undergraduate students. We are compelled by this exceptional context to

comprehend students’ experiences with online learning.

Studies before the COVID-19 pandemic already reported the negative

psychological effects that lockdown can cause on people (Blendon et al., 2004).

Quarantine is often described as an unpleasant experience for those who suffer

it, and can involve uncertainty about the situation and boredom (Brooks et al.,

2020; Cava et al., 2005). It is also associated with significant psychological

distress, depressive symptoms, post-traumatic stress, and aversive emotional

states such as anger, confusion, anguish, disgust, fear, or nervousness, among

others (Brooks et al., 2020; Hawryluck et al., 2004).

The majority of students in our sample reported that their academic development

worsened during online learning, and a high percentage considered that the

online teaching they received was of a bad quality. Therefore, students have

perceived a negative impact regarding the change to online teaching during

COVID-19 in their academic experience, especially in their academic

development and the quality of the teaching they have received. These findings

are consistent with some studies on university students during the COVID-19
pandemic regarding the quality of teaching received (Al-Balas et al., 2020;

Alnusairat et al., 2020; Amir et al., 2020; Linh & Trang, 2020) and the impact on

students’ learning outcomes (Aristovnik et al., 2020; Nassr et al., 2020; Son et

al., 2020; Tang et al., 2020).

According to the study’s findings, the majority of students felt that the lockdown

caused by the COVID-19 pandemic had a negative impact on their academic

performance because it reduced the quality of their online education.

Additionally, the effectiveness of the instruction, the suitability of the

assignments, the environment in which students work, and interactions with

professors and other students all have an impact on how well students perform

academically. Students’ emotional states were described as being more

discouraged, bored, confused, and worried, and less calm and more confident.
LOCAL STUDY
FOREIGN LITERATURE
FOREIGN STUDY

“ Disrupted distance learning: the impact of Covid-19 on study habits of distance

learning university students “

The author of this study are Maria Aristeidou and Simon Cross.

According to them this study conducted to analyze the impact of covid-19

pandemic to the students who in campus-based and showing the overall

distruption in their learning activities, with universities suddenly shifting from face-

to-face to online learning. In this study, they looked into the impact of the Covid-

19 pandemic disruption on the studies of undergraduate students at The Open

University (OU).This unexpected transition was not successful on many

occasions due to a lack of infrastructure, staff capacity, and student response

(Marinoni et al., 2020, as cited in Maria & Simon, 2021). The sudden and

unexpected global shift to online teaching caused difficulties from several

aspects: access to online systems, teacher and student competencies and

pedagogies for distance learning, and the requirements of specific fields of study

(Marinoni et al., 2020, as cited in Maria & Simon, 2021). Also according to them

several studies indicate the lack of ICT equipment (e. g printer) and the limited

knowledge on its use, Additionally a lack of quite place to study are also included

in the negative impact of covid-19.

Distance learners (students studying without physically attending college or

university) are on average older, and a greater portion belongs to more ‘at risk’

groups who may be disproportionately affected by the social distancing, health

impacts, lockdown and shield-ing practices being implemented by national

governments (World Health Organization (WHO),2020, as cited in Maria &

Simon, 2021). Distance learners have specific and established ways of using

learning technologies, such as mobile devices (Cross et al., 2019 , as cited in

Maria & Simon, 2021).

“An Exploratory Study of the Obstacles for Achieving Quality in Distance

Learning during the COVID-19 Pandemic “

The author of this study are Zohra Lassoued, Mohammed Alhendawi, and Raed

Bashitialshaaer.

According to their that this study aims to reveal the obstacles to achieve quality in

distance learning during the coronavirus (COVID-19) pandemic. The primary aim

of this research was to investigate the various ways in which students pursued

their studies at home during the university suspension as a result of COVID-19

(Lassoued et al., 2020). for online learning only benefits courses with practical

components with courses such as English Language and History (George, 2018).

Amidst this deadly pandemic, online platforms, such as video conferencing,

online discussions, and free lecture access, are needed. Internet connections

must be good, where instant feedback from students can be achieved and can

be used as an alternative to face-to-face classes (Basilaia et al., 2020). E-

learning users face many technical difficulties that hinder the teaching and

learning system, such as time and location flexibility, students and learners being

dissimilar, e-learning not feeling comfortable, increased frustration and confusion,

and inadequate technological compatibility (Favale, 2020). This sudden shift to

distance education in an emergency has led to shock and tension among

students and faculty members, whether on a personal or professional level, as

the process requires extra efforts, in addition to several unusual obstacles for
schools and universities such as a lack of time, poor infrastructure, and

inadequate digital content (Khalaf, Z.N, 2020 ). COVID-19 pandemic is a severe

acute respiratory syndrome caused by a coronavirus (SARS-CoV-2). In March

2020, the World Health Organization announced that it had categorized COVID-

19 as a pandemic (WHO, 2020, Mayo clinic 2020). COVID-19 is an ongoing

global pandemic, discovered during December 2019 in the Chinese city Wuhan.