Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This section presents the materials such as thesis, dissertations, books, journals,

magazines, novels, poetry and etc. that contain facts, laws, theories and other documented

observations in which the researcher found to be related to the study undertaken. These materials

were served carefully by the researcher to ensure their relevance to the study and presented them

chronologically and also classified them either as foreign or local.

Related Literature
A. Foreign
As online modes of study continue to expand, there is increasing awareness of the need for

competent online teachers. Developing institutional competence for online instruction requires a

careful approach to training online Teachers and a workload investment in staff training and

development (Gregory and Lodge, 2015). While it is acknowledged that face-to-face teaching

competencies such as knowledge of curricula and pedagogy do transfer to online contexts, it is

also important to recognize the unique competencies required for online teaching success, and

the role of institutions in setting instructor duties and responsibilities (Alvarez et al., 2009).

Despite much prior research attention exploring the notion of online student readiness, online

instructor readiness is now emerging as an equally important construct (Oomen-Early and

Murphy, 2009).

Online learning systems employ a variety of online tools, systems, and software, which place

new demands on the technical competence of teachers. (Volery and Lord, 2000). Modes of

communication also differ in online courses, with a greater reliance on asynchronous

communication methods (Hung et al., 2010). Live, “virtual” classrooms may also involve remote
but instant methods of feedback between student and instructor, facilitated through live chat,

video/webcam interactions, and small-group “break-out rooms.” The development of student

rapport also differs in online contexts, and the nature of how rapport is initiated and maintained

in online settings is not always easily comparable to face-to-face teaching. Naturally, assessment

and feedback are also delivered in different ways via asynchronous methods when teaching

online. Clear assessment practices, including communication of deadlines and assessment

requirements, have been found to positively influence student engagement and course

completion (Thistoll and Yates, 2016).

Online learning is an educational process which takes place over the Internet. It is a form of

distance education to provide learning experiences for students, both children and adults, to

access education from remote locations or who, for various reasons, cannot attend a school,

vocational college, or university. Distance education addresses issues related to geographical

distance but also for many other reasons which prevent in-person attendance at classes

(Hrastinski 2008; Moore et al. 2011; Singh and Thurman 2019; Watts 2016; Yilmaz 2019).

The popularity of virtual schooling, “instruction in which (K–12) students and teachers are

separated by time and/or location and interact via computers and/or telecommunications

technologies” (National Forum on Education Statistics, 2006, p.1), continues to be a success

story unique in the evolution of educational technology. Although adoption of technologies in

K–12 school classrooms has traditionally been slow and sporadic (Cuban, Kilpatrick, & Peck,

2001; Norris, Sullivan, & Poirot, 2003) and benefits have often been difficult to document,

virtual schooling has seen steady acceptance and growth since its beginning in 1997, and the

resulting impact on U.S. education can easily be described as transformational.

 Distance education is also called distance learning, e-learning or online learning. Unlike

conventional classroom learning, it is not bounded by space and time. In fact, teachers and

students are commonly separated by space and time, although they may choose to interact

synchronously or meet periodically over the length of the course. Distance learning also needs to

use technology. In the early days of distance education, radio and television were the media used

to conduct educational activities. Currently, the methods have extended to the internet, email,

software, video, tapes, cameras, etc. In comparison, instructors and students may choose to use

technology in a conventional classroom teaching but is optional. Because of the alternative

approaches of distance education, it has grown rapidly in the past five years. According to the

Sloan Survey of Online Learning, in the year of 2002, 81% of all institutions of higher education

offered at least one fully online or blended course. Among public institutions, the number is even

as high as 97% with 49% of them offering an online degree program. At the same time, over 1.6

million students took at least one online course during fall 2002 and among all U.S. higher

education students, 11% took at least one online course (Allen & Seaman, 2003). In 2003, 2004,

and 2005, the enrollment has jumped to 1.98 million, 2.35 million, and 3.2 million respectively.

The three-year continuous 20% to 30% growth rate in online enrollments far exceeds the overall

rate of growth for the entire higher education student population. Simultaneously, around 50% of

all schools kept an optimistic attitude toward distance learning and identified online education as

a critical long-term strategy in the three years (Allen & Seaman, 2004; Allen & Seaman, 2006).

Besides fostering common educational practices in conventional classrooms, distance

education is portrayed as possessing more potential and thus more promise in promoting student

interactions and enhancing learning outcomes by utilizing advanced computer technology. For

example, Bruce et al. (2005) suggest the web has the ability to provide student interactions and
multiple paths for learning. Learners can have greater control over information access,

individualized pacing and timing and with more support in the inquiry process. Lebaron and

Miller (2005) advocate the vast possibilities offered by effective online design: entry to a global

range of resources, 24/7 interaction within a purposeful learning community, convenience of

access, and opportunities for reflective dialogue.

However, because of the limited opportunities for face-to-face interactions between an

instructor and their students, distance education has brought many new challenges to the teaching

and learning process. Wang and Newlin (2000) point out that little is known about the

characteristics of students in distance education courses. As a result, effective curriculum design

is hindered by the lack of understanding of the characteristics, attitudes, and needs of the

students in these courses (Smith, 1997). At the same time, the faculty needs to develop skills in

helping students adjust to the unique features of distance education. However, the lack of

adequate training may prevent them from fully participating in the distance education practices

(Galusha, 1998), especially considering that they have to spend twice as much time in preparing

and delivering an online course as compared to a traditional course (Willis, 1994). With all of the

challenges facing distance education, studies show that distance learning student’s desire content

and motivational support beyond course materials and are limited in their success without it

(Williams, 2006).

B. Local

In education, online schooling finds itself front and center in the time of the COVID19

pandemic. While many schools in the Philippines scramble to set up their online learning

facilities, Informatics has already completed the transition from face-to-face delivery to 100%

online schooling or e-Learning. Moreover, Informatics is now teaching thousands of teachers

how to teach online through the Cyber Schooling for Taguig Teachers project. This project

leverages the TEACHNOLOGY Program of Informatics which includes these training modules:

ICT Tools for 21st Century Classrooms, Manage Online Collaboration, Media Literacy,

Implement a Flipped Classroom, Create and Manage Online Classrooms, Manage a Blended

Learning Environment

Informatics started online schooling in early 2000 when it launched e-BSCS, a fully online

bachelor’s degree program hosted over the Informatics Virtual Campus. Today, even our Senior

High School program will be delivered 100% online. Students can use any digital device from

laptop to PC to tablet or even their smartphone to study, listen to and watch lessons, practice in

virtual labs, take tests, and get certificates. Although online, these activities are facilitated and

supervised by highly equipped Informatics teachers.

PASIG CITY, March 20, 2020– As the entire Luzon and other parts of the country remain

under enhanced community quarantine due to the COVID-19 outbreak, the Department of

Education (DepEd) launched DepEd Commons, an online platform for public school teachers to

support distance learning modalities. Since its inception last Wednesday, March 17, a total of

151,749 teachers have joined the said online platform, gaining support and praise from teachers

as well as parents. “As a teacher po nila, I can say na napakalaking tulong po sa mga bata nito

lalo na po na nakahome quarantine. Masasabi ko po na this is the best way to continue their

learnings even without their teachers. Nag eenjoy na sila, natututo pa,” teacher Alleluia Romero

of Indang Central Elementary School in Cavite said. “Sobrang helpful po ang DepEd Commons

sa mga bata especially now na sa gadgets na po nakatutok ang mga bata lalo walang pasok. May

mga options pa po sila pwede makapag- advance once na malampasan na nila yung para sa level
nila. Kitang kita po yung tuwa sa kanila lalo na kapag nakikita nila na tama yung sagot nila. Big

help din po ito para hindi na puro games lang ang ginagawa nila while using gadgets,” mother

Jasmin Papa shared.

For Education Secretary Leonor Magtolis Briones, the DepEd Commons is a step

towards being able to offer continuity of education to Filipino learners despite disruptions of

classes. “Education must continue even in times of crisis whether it may be a calamity, disaster,

emergency, quarantine, or even war. We appreciate the efforts of Information and

Communications Technology Service and Undersecretary Pascua for making this platform

available in these trying times,” Briones said. Undersecretary for Administration Alain Del

Pascua noted that the said platform has many limitations and is still being improved, while

underscoring that the use of it is not yet required. “We acknowledge the reality of situation

wherein DepEd Commons and its Open Education Resources (OER) are not accessible to all

teachers and learners. Given that not everyone has access to a stable internet connection, online

learning platforms are only given as an option for those who have access to such medium,”

Undersecretary Pascua said. “We must start somewhere and work our way towards the ideal

where all teachers and learners in the country can access such resources. Until that time, we offer

DepEd Commons and OERs to those who can make use of them, as we continue to work for the

connectivity of all our schools and offices,” Pascua concluded.

With the global pandemic putting everyone’s health and lives on the line, the Department

of Education (DepEd) was faced with the dilemma of upholding its role in delivering quality

education for every Filipino while protecting them from the current deadly virus. As a response,

the Department of Education launched the DepEd Commons. According to DepEd’s, it is an

online platform for public school teachers to support distance learning modalities. It was

designed as a direct solution to give access to online review materials and Open Educational

Resources (OERs) during class suspensions and other similar circumstances. Indeed, this

initiative is a practical solution for continued learning in a time where face-to-face learning is

nearly impossible because of community quarantines and social distancing policies. Though

there’s no doubt the Department of Education (DepEd) has all the good intentions in

implementing this initiative, we should also plow a bit deeper about the implications of this web-

based learning. Since DepEd Commons bridges teachers and students through online, it requires

both parties to have the necessary equipment to take advantage of this new learning

scheme. Teachers and students should have either a laptop, desktop computer, tablet PC, or a

tablet to utilize DepEd’s platform. And most importantly, both parties must have a stable internet

connection. And with these requirements, the question of affordability comes into the scene.

When most public school students are struggling with their daily allowances (even before

the COVID-19 Crisis), and with their parents also struggling to pay the bills due to the effects of

the pandemic, how can they afford the necessary equipment to utilize DepEd’s new learning

initiative? The Department of Education (DepEd) has released a list of minimum

requirements for a number of equipment to be used by students for its distance learning

initiative. With their varying requirements for each equipment, we would like to take a closer

look at its specific requirements on the laptop/PC category.

Indeed, DepEd is right on track with its implemented minimum requirements for the

laptop/desktop category because these would ensure that students can consume quality content

with ease, thus, achieving learning even in a remote manner. But again, the question of

affordability is too hard to ignore in this one. It is not enough that public school teachers have the
means to abide by the technical requirements of DepEd, we should also take a look at the people

on the other end of the line — which is their students.

Related Studies

A. Foreign

In the study of Aeiad, Eiman, Meziane, Farid (2019). An Adaptable and Personalized

Online Learning or E-Learning System Applied to Computer Science Programmed Design. With

the rapid advances in Online learning o E-learning systems, personalization and adaptability

have now become important features in the education technology. It describe the development of

an architecture for A Personalized and Adaptable E-Learning System (APELS) that attempts to

contribute to advancements in this field. APELS aims to provide a personalized and adaptable

learning environment to users from the freely available resources on the Web. An ontology was

employed to model a specific learning subject and to extract the relevant learning resources from

the Web based on a learner's model (the learner’s background, needs and learning styles). The

APELS system uses natural language processing techniques to evaluate the content extracted

from relevant resources against a set of learning outcomes as defined by standard curricula to

enable the appropriate learning of the subject. An application in the computer science field is

used to illustrate the working mechanisms of the APELS system and its evaluation based on the

ACM/IEEE computing curriculum. An experimental evaluation was conducted with domain

experts to evaluate whether APELS can produce the right learning material that suits the learning

needs of a learner. The results show that the produced content by APELS is of a good quality and

satisfies the learning outcomes for teaching purposes.

 The study of K. Mohammed (2018). Comparing the Effects of Pre-Recorded Lecture and

Live Online Lecture on Learning and Sense of Community. Online learning has become an

important factor for higher education purposes worldwide. However, while the convenience of

online learning is embraced, the perceived quality of online learning remains an issue. Efforts to

make online learning more like classroom learning include asynchronous discussion boards

(ADB) and posting pre-recorded lecture (PRL) on a learning management system. PRL can

include, but is not limited to: video, PowerPoint slides, audio recordings, and lecture notes.

However, while PRL adds classroom-like teaching, users can still be unsatisfied with the lack of

interaction with PRL. As an alternative that can potentially reduce the limitations of PRL, live

online lecture (LOL) offers affordances that are similar to a face-to-face classroom because the

instructor and students can meet and exchange dialog and feedback in real time.

In the study of C. Frazer (2017). Faculty Perceptions of Online Teaching Effectiveness

and Indicators of Quality. Online education programs in nursing are increasing rapidly. Faculty

need to be competent in their role and possess the skills necessary to positively impact student

outcomes. Existing research offers effective teaching strategies for online education; however,

there may be some disconnect in the application of these strategies and faculty perceptions of

associated outcomes. Focus groups were formed to uncover how nursing faculty in an online

program define and describe teaching effectiveness and quality indicators in an asynchronous

online environment.

The study of A. Folashade (2017). First Year Learning Experiences of University

Undergraduates in the Use of Open Educational Resources in Online Learning. This study

investigated the first year University undergraduates' experiences in the use of open educational

resources (OER) in online learning and their in-course achievement. The design selected for the
study was survey and quasi-experimental. A total number of 106 University undergraduates

participated in the study after a preliminary study was conducted to ascertain undergraduates'

perception and acceptability of OER. A structured questionnaire on 4-point Likert scale and

Achievement Test were used to collect data. The two instruments were validated and trial tested

to established reliability using Cronbach's alpha. Data were analyzed using simple percentage

and t-test. The results clearly shown that understanding of online learners' skills, acceptability,

perception, and competencies is necessary to provide intervention strategy and appropriate

support service which could facilitate their understanding and learning of difficult concepts. It

was also discovered that that students that have positive perception of OER performed very well

in the achievement test administered.

According to the study of T. Nguyen (2015).The Effectiveness of Online Learning:

Beyond No Significant Difference and Future Horizons. Examines the evidence of the

effectiveness of online learning by organizing and summarizing the findings and challenges of

online learning into positive, negative, mixed, and null findings. Particular attention is paid to the

meta-analyses on the effectiveness of online learning, the heterogeneous outcomes of student

learning and the endogenous issue of learning environment choice. Taken as a whole, there is

robust evidence to suggest online learning is generally at least as effective as the traditional

format. Moreover, this body of literature suggests that researchers should move beyond the “no

significant difference” phenomenon and consider the next stage of online learning.

B. Local

In the study of R. Arimbuyutan (2017). A Study on e-Learning for Philippines. The study

wants to correct analysis and right direction presentation for Philippine remote education

environment. Filipino culture places a high value on education. For the majority of the Filipinos,
the only best thing for a child to acquire and secure a better future is through education. So, they

want more effective education system. E-Learning is still an emerging market in the Philippines.

Its use is still sporadic and most users represent only a small segment of the Philippines

education and business communities.

According to the study of P. Arinto (2016). Issues and Challenges in Open and Distance e-

Learning: Perspectives from the Philippines. Rapid advances in information and communications

technology in the digital age have brought about significant changes in the practice of distance

education (DE) worldwide. DE practitioners in the Philippines’ Open University have coined the

term ‘open and distance e-learning’ (ODeL) to refer to the new forms of DE, which are

characterized by the convergence of an open learning philosophy, DE pedagogies, and e-learning

technologies. This paper discusses the issues and challenges that ODeL poses for the Philippines’

Open University from the point of view of the institution’s leading ODeL practitioners. The

paper concludes with a discussion of the policy development and administrative changes

required to support innovative teaching practice across the institution. The findings and

conclusions are relevant for other institutions in the same stage of ODeL development.

The study of A. Lapada (2020). Teachers’ Covid-19 Awareness, Online Learning Education

Experiences and Perceptions towards Institutional Readiness and Challenges. The study explored

teachers' awareness about the COVID-19 pandemic and their opinion on their respective schools’

readiness, as well as their response to the challenges of conducting distance or online learning

education in the Philippines. A validated questionnaire was developed to collect the relevant data

for this study. The initial reliability test obtained 8.9 Cronbach’s alpha. Data gathering procedure

was done through Google forms, which, after validation from the respective DepEd divisions and

universities, were subsequently sent to the teachers via email. The results show that the teachers
were highly aware of the presence and consequences caused by the COVID-19 pandemic. The

correlation between teacher’s demographic profiles and awareness to COVID-19 shows no

relationship at all. Nevertheless, the length of teaching experience and specialization is very

strongly correlated to readiness to distance learning education. Simultaneously, the teachers’

geographic location is strongly correlated to readiness to adapt to distance learning education.

Furthermore, only the teachers’ gender has a significant difference in their awareness of the

COVID-19 pandemic. In contrast, teachers’ gender, length of teaching experience, and

geographic location have significant differences with their readiness to distance learning

education. This study can be used as a basis for further research particularly in developing

institutional plans to better understand the status of their teachers and educational organizations,

and schools’ readiness to teach and learn through distance learning approach; hence, preserving

and continuing educational mission during the current or future pandemic as well as be prepared

for any natural disasters.

In the study of Aldoy (2012) said that online learning is an innovative teaching strategy using

the e-learning technology to empower both learners and teachers thus providing opportunities

for superior learning experiences. The findings of the study revealed that graduate school

teachers are aware of their vital in developing effective delivery of instructions and their

openness on the active participation in conducting classes in an online learning environment

also the school is ready to take e-teaching program.

Ingosan (2012) believes that education is the corner stone of modern human civilization.

Today, knowledge is considered as a valuable asset, and the process of learning plays an

important role in shaping knowledge according to him. Thus, the need to improve the delivery

of information must be satisfied since people go hungrier for more knowledge. His study
explored the potential of a learning style-driven e-learning system to help learners. This

undertaking was accomplished by determining the learning style model to identify the learning

style of learners; determining the learning style model tool to classify the learners based on their

learning style; identifying the features of the proposed learning style-driven e-learning so it can

adapt to the learning

Caccam (2002) in the the 2nd National E-learning Conference defines e-learning as:

“technologically-supported learning, which includes the use of electronic media such as the

Internet, personal computers, phone bridging, audio and videotape, video teleconferencing,

satellite broadcast, mobile phones, personal digital assistants, and other related technologies to

enhance teaching and learning.”

Conceptual Framework

The conceptualization of the framework of this study is about Virtual Experiences in

Online Learning of Physical Education Teachers of Capas National High School is shown in

figure 1.

The researcher explore virtual experiences in online learning among physical education

teachers of caps national high school, along their: sex, age, address, length of service, highest

educational attainment, and field of specialization.

In the manner of interview, the virtual experience in online learning was discussed

through the assistance of a structured interview guide. Afterwards, the researchers analyzes what

are the positive and negative virtual experience in online of the physical education teachers of

capas national high school.

 Reactions of the respondents (positive and negative experiences) are also the concern of

this study an output of this study would be an intervention plan and the implication of this study

to Capas National High School.

Figure 1 Paradigm of the Study

PROFILE OF THE TEACHERS

1. sex,
2. age VIRTUAL EXPERIENCES IN
3. address, ONLINE LEARNING
4. length of service,
5. highest educational attainment, and
6. field of specialization.

A PROPOSED INTERVENTION
PROGRAM

IMPLICATION TO PHYSICAL
EDUCATION TEACHERS OF
CAPAS NATIONAL HIGH
SCHOOL

Figure 1. Paradigm of the Study

 The paradigm presents the profile of the physical education teachers of capas national

high school. Based on the virtual experiences in online teaching, as the result were used to

determine the intervention program needed. Implication of the study to Physical Education

Teachers of Capas National High School is also expound.