CHAPTER 1

THE PROBLEM AND ITS SET

Introduction

Online learner participation It is commonly argued that a key challenge for e-learning is to

encourage learner participation is a complex process of taking part and maintaining relations with

others, is supported by physical and psychological tools is not synonymous with talking or writing, and

is supported by all kinds of engaging activities.

Nowadays, because of the The COVID-19 has resulted in schools shut all across the world.

Globally, over 1.2 billion children are out of the classroom.As a result, education has changed

dramatically, with the distinctive rise of e-learning, whereby teaching is undertaken remotely and on

digital platforms. They suggests that online learning has been shown to increase retention of

information, and take less time, meaning the changes corona virus have caused might be here to

stay.

With this sudden shift away from the classroom in many parts of the globe, some are

wondering whether the adoption of online learning will continue to persist post-pandemic, and how

such a shift would impact the worldwide education market.

The pandemic has had a very significant impact on the learning and assessment experiences

of students across the globe. But there has not been an even pattern of change. Location,

demographics, access to equipment and broadband and local and national government policies have

all played parts. University students in Nigeria did not get the opportunity to move their studies online,

as it was recognised nationally that there were considerable barriers for student who don’t have a

computer and Wi-Fi. In China, teaching moved online in a significant way.

 In the Philippines the De La Salle University (DLSU) as resorted to remote online learning,

which combines both synchronous and asynchronous activities. For students who cannot participate

in online learning, there are flexible options for completing course requirements throughout the

academic year. As of now in Notre dame of the Dadiangas Univesity we are experiencing online

learning, the teacher’s are always make sure that their students are participating and they are

concentrating during their online classes and also they do all their homeworks and projects.

the effectiveness of participating online learning varies amongst age groups. The general

consensus on children, especially younger ones, is that a structured environment is required, because

kids are more easily distracted. To get the full benefit of online learning, there needs to be a

concerted effort to provide this structure and go beyond replicating a physical class/lecture through

video capabilities, instead, using a range of collaboration tools and engagement methods that

promote “inclusion, personalization and intelligence”. There are, however, challenges to overcome.

Some students without reliable internet access and/or technology struggle to participate in digital

learning.

Therefore, the aim of this study was to investigate learners' participation in online courses,

synchronous interaction with a conversational virtual agent, their relationships with learner

performance, and the participation/interaction factor identification.