Students may learn less in such a setting than in a typical classroom since there is lack of human

interaction in the learning process based on Gamage et al., (2020).

In order to resolve the lack of human interaction and also to gain the trust of the students and to
engage better in the course, according to Kelly (2016) including the face, voice and presence in the
video is an effective way to guide them through what they need and to develop your instructor
identity.

This connects to the study of Brown (2016) stated that online classroom has endless possibilities and
high expectations. He also stated that the rising number of resources available to engage students
via text, audio, video, multimedia components, apps or features inside the Learning Management
System (LMS) find are both attractive and overwhelming.

And further explained by Ed Tech (2020) article that, the e-classrooms have been expertly developed
and constructed. According to research, the new learning environment is welcoming to both
students and educators. It aids in the dismantling of some of the old traditional communication
obstacles that are frequently encountered in classroom educational and learning procedures.

As estimated by Allen & Seaman (2016) over one over one fourth all higher education students have
taken at least one online course.

In order to slow the spread of the virus in the Philippines, Department of Education (2020) stated
that each school was forced to switch from face-to-face classes to distance education.

This shifting to online learning happened too quickly according to Ancheta et. al. (2020) yet
academic institutions must strategize and develop innovative teaching techniques.

Both teachers and students have been challenged to this platform because they are introduced into
something new, as stated by Tanhuenco-Tumapon (2020). In the middle of the pandemic, this
implies a ‘adopt quickly' response to the new normal in teaching and learning.

In Kain (2016) study, the online educators illustrated that they finish their regular teaching
obligations but they return several times during day or night to monitor messages and respond to
posts compulsively, as if they were expected to teach 24 hours a day. Although the prime motivation
for professors is the flexibility of teaching online.

One of the best possible alternative tools is the web-based classroom based on Francisco et. al
(2020) it is also a channel for teaching and learning, allowing teachers and students to continue their
courses even during crises.
To avoid the stress during the pandemic season, schools and universities are going towards
educational technologies for student learning as reported by Bridge (2020).

Dhawan (2020) pointed out the learning environments used during pandemic season are blended
learning and flipped classrooms that combine face-to-face lectures with technology to maximize
students' learning capacity. Students can learn at any time and in any location, gaining new skills and
preparing for a fulfilling career.

IvyPanda (2019) added that those students who study online have unlimited access to learning
materials, which allows them to study more successfully and efficiently.

Further explained by Markova et. al (2017), learning becomes more learner-centered since it
encourages them to participate more actively.

In comparative studies of online and on-campus students in the study of Hartnett (2016) found that
online students are more intrinsically driven than their on-campus counterparts across the board, at
both the undergraduate and postgraduate levels.