Reviews of Related Literature and Studies

This chapter includes the ideas, finished thesis, generalization, or conclusion, methodologies and
others. Those that were included in this chapter helps in familiarizing information that are relevant and
similar to the present study.

According to Hodges et al., (2020) during the first half of 2020, the world faced the
unprecedented COVID-19 pandemic. As a result of these pressures, education systems are undergoing
dramatic changes. The persistent state of the pandemic leading to an increase in connectivity between
teachers and students' devices, and the growth of online learning, is changing how students learn and the
risks they have to manage themselves. This crisis has presented new challenges and opportunities to the
global educational system, and these features forced teachers and students to quickly migrate their
courses online to prevent the spread of the virus that causes COVID-19. Some researchers have believed
that online instruction can lead to the flexibility of teaching at any time and any place. This practice
provides a rare opportunity for the development of online learning. However, other studies have shown
that the quality of online teaching during the crisis is not high, indicating that this type of learning can only
be used as a special temporary measure, and face-to-face learning should be returned as soon as possible
after the crisis.

Hodges (2020) Student's learning strategies and academic emotions: Their influence on learning
satisfaction during the COVID-19 pandemic. (n.d.). Frontiers. Volume 12 - 2021

Teo (2011) the preference on learning methods was influenced by the year of study. Among
students who preferred distance learning, the percentage of freshman students was significantly higher
than the seniors. Similarly, studies conducted by Sritongthaworn et al. It is reported that younger students
tend to adapt to e-learning [17, 18]. One of the factors that contribute to this finding might be related to
the curriculum implemented at the time of this study.

Teo (2011) Student perspective of classroom and distance learning during COVID-19 pandemic in
the undergraduate dental study program Universitas Indonesia. (2020, October 29). BioMed Central.
 Gordon (2014) Considering the limitation on connectivity, the concept of flexible learning
emerged as an option for online learning especially in higher institutions in the Philippines. Flexible
learning focuses on giving students choice in the pace, place, and mode of students’ learning which can be
promoted through appropriate pedagogical practice. The learners are provided with the option on how
he/she will continue with his/her studies, where and when he/she can proceed, and in what ways can the
learners comply with the requirements and show evidences of learning outcomes. Flexible learning and
teaching span a multitude of approaches that can meet the varied needs of diverse learners.

Gordon (2014) Teaching and learning continuity amid and beyond the pandemic. (n.d.). Frontiers.
Journal 2, 1-5.

Obergriesser and Stoeger (2020) Learning strategies are processes to obtain, organize, or
transform information. In this study, learning strategies is divided into three categories, namely,
metacognitive self-regulation, elaboration, and organization strategies. In particular, students use
metacognitive self-regulation strategies to mobilize various consciousness and behavior to participate in
the learning process, which can help students effectively implement cognitive strategies.

(Obergriesser and Stoeger (2020) Student's learning strategies and academic emotions: Their
influence on learning satisfaction during the COVID-19 pandemic. (n.d.). Frontiers. Volume 12 - 2021