Chapter 2

REVIEW OF RELATED LITERATURE

Everyone can access education no matter the location. In such
cases, online learning helps to eliminate borders and barriers, both
social and physical. Online courses are a great solution to the
challenges that these people face as they are provided with high-
quality education and on their own place and time.
These explanations are what we had known for in online learning that
also helps us to provide good information about our chosen topic. Some
of these explanations are a summary in the researches that we had
gathered from the use of the internet that helps us in the ideas,
concepts, studies and theories of our chosen topic. It was conducted for
the achievement and completion of goals in this study.
Foreign Literature
(Muntajeeb Alibaig, 2011) He conducted about the study of the
effectiveness of online learning on student’s achievements. In his
research the Online learning environments are hugely diverse in size,
capabilities and services offered, and can cater for individuals ranging
in attainment is not limited to web pages with text, but it includes
audio, video, interactivity, games and technologies like
videoconferencing and live broadcasting, which has made communication
more flexible, comprehensive and dynamic. In terms of academic results,
online learning can represent a more successful learning environment and
have proven to be motivating contexts for learning. The future of online
learning has many innovative and exciting possibilities.
(Jia Frydenberg,2007)In her study in the persistence of continuing
education in online learning. Her study presents persistence and
attrition data from two years of data collection. Over the eight
quarters studied, the persistence rate in online courses was 79 percent.
The persistence rate for similar onground courses was 84 percent. The
drops for both course modalities were disaggregated by the time of the
request for withdrawal: before course start, during the initial week,
and during instruction. There was a significant difference between
online and onground requests for withdrawals during the initial week.
There was no significant difference between online and onground drop
rates after the start of instruction, leading to the conclusion that
differences in instruction online and onground was unlikely to be a
major influencing factor in the student’s decision to drop. This means,
online learning is a must for students since it is more knowledgeable
and also because of the vast knowledge of the internet.

(Brad Mehlenbacher, Krista Holstein, Brett Gordon, Khalil Khammar,

2014) They stated in their research that instructions and learning that
is possible, that occurs and is augmented by the World Wide Web. This
includes most applications encompassed by the Internet in education,
excluding applications for managing registration, records-keeping, and
the business of learning institutions. Synonyms for web-based
instruction also include e-learning, online teaching and learning,
distance education, distance learning, Web-based training, computer-
assisted learning, computer-assisted learning, flexible learning, and
technology-rich instruction. Certainly, the results of our concordance
suggest that Web-based instruction and online courses are used
interchangeably. They also observe that, although academics tend to
prefer distance education to business’s e-learning, both use Web-based
learning (p. 410). These etymological debates are to be taken seriously
given that it is difficult for any field of research to develop cohesive
programs without being able to find agreement on the terminology that
defines its object or objects of study. For this reason, interpreting
the Web in WBI as referring to the global network of multimedia
information that is readily accessible for communication broadens the
grain-size of our analysis and encourages strengthened dialogue with
researchers interested in instruction and learning with technology in
general.

Local Literature
(Dave E. Marcial ,Rey Dennis B. Caballero,Jeambe B. Rendal ,Gereo A.
Patrimonio,2015) According to the research they conducted entitled, “I
AM OFFLINE”: MEASURING BARRIERS TO OPEN ONLINE LEARNING IN THE
PHILIPPINES. Open online learning provides new opportunities for
students and teachers. However, research shows that completion rates in
open online courses are typically low. This paper presents an empirical
analysis of the degree of the barriers to open online learning. The
respondents are teachers at the tertiary level in the Philippines who
experienced a full distance online learning. Responses from 44
respondents were included in the analysis using an adapted survey
questionnaire. The study reveals that Internet cost and access and
technical problems are substantial barriers to open online learning
while social interaction is somewhat of a barrier. It is concluded that
infrastructure and technical accessibility are the priority
considerations in online learning.
(Reynato C. Arimbuyutan, Seoksoo Kim, Jae-gu Song, and Wooyoung
So,2007) According to their conducted research entitled, A STUDY ON E-
LEARNING FOR PHILIPPINES. 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. The study wants to correct analysis and right
direction presentation for Philippine remote education environment.
Development of information Technology and knowledge information society
transfer brought huge change of education filed in the world. In fact,
Educational infra of Philippines was meager before 4~5 years. Also
computing and Internet infra it will not support to education
environment. But Philippine education environment changed fast during
2000~2006 years. Development of network environment is big effect of
computer game by Philippine young generation. Also, effect of education
reform policy that Philippines government. Philippines making e-Learning
systems for remote education environment. And,there is progressing
various project with more interest about e-Learning. Therefore, the
study wants to correct analysis and right direction presentation for
Philippine remote education environment.
(FROILAN D. MOBO, GESSWEIN O. SABADO, 2019) According to their
conducted research entitled, An Assessment of the Effectiveness of E-
Learning in AMA Olongapo Campus. E-learning system is designed to aid
students build their comprehension towards their respected academic
subjects to make their experience in learning more nourishing and
engaging. The researchers decided to conduct this study to be au fait
the benefits of online education and how the students accept the change
this innovation gave. A survey questionnaire was distributed to the
enrolled college students of AMA Computer College Year 2018-2019 to make
the research more reliable, accurate and at the same time tackle the
benefits of the said innovated education system. The said research was a
success in defining what helps the students in their education as well as
the improvement it can do in terms of catering different subjects and
assessing the learners’ competency. The researchers recommend the future
researchers to further expand and elaborate the topic in order to
enhance the study. To further extend the scope and distribute further
information regarding the tackled study.
Foreign Studies
According to an article written by Cathy Li in 29 April 2020, While
countries are at different points in their COVID-19 infection rates,
worldwide there are currently more than 1.2 billion children in 186
countries affected by school closures due to the pandemic. In Denmark,
children up to the age of 11 are returning to nurseries and schools
after initially closing on 12 March, but in South Korea students are
responding to roll calls from their teachers online. 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. Because even before COVID-19, there was already high
growth and adoption in education technology, with global edtech
investments reaching US$18.66 billion in 2019 and the overall market for
online education projected to reach $350 Billion by 2025. Whether it
is language apps, virtual tutoring, video conferencing tools, or online
learning software, there has been a significant surge in usage since
COVID-19. Even before COVID-19, there was already high growth and
adoption in education technology, with global edtech investments
reaching US$18.66 billion in 2019 and the overall market for online
education projected to reach $350 Billion by 2025. Whether it
is language apps, virtual tutoring, video conferencing tools, or online
learning software, there has been a significant surge in usage since
COVID-19.
According also to a research conducted by Shivangi Dawan, educational
institutions (schools, colleges, and universities) in India are
currently based only on traditional methods of learning, that is, they
follow the traditional set up of face-to-face lectures in a classroom.
Although many academic units have also started blended learning, still a
lot of them are stuck with old procedures. The sudden outbreak of the
pandemic situation challenged the education system across the world and
forced educators to shift to an online mode of teaching overnight. Many
academic institutions that were earlier reluctant to change their
traditional pedagogical approach had no option but to shift entirely to
online teaching–learning.
Rapid developments in technology have made distance education easy
(McBrien et al., 2009). “Most of the terms (online learning, open
learning, web-based learning, computer-mediated learning, blended
learning, m-learning, for ex.) have in common the ability to use a
computer connected to a network, that offers the possibility to learn
from anywhere, anytime, in any rhythm, with any means” (Cojocariu et 
al., 2014).Online learning can be termed as a tool that can make the
teaching–learning process more student-centered, more innovative, and
even more flexible. Online learning is defined as “learning experiences
in synchronous or asynchronous environments using different devices
(e.g., mobile phones, laptops, etc.) with internet access. In these
environments, students can be anywhere (independent) to learn and
interact with instructors and other students” (Singh & Thurman, 2019).
The synchronous learning environment is structured in the sense that
students attend live lectures, there are real-time interactions between
educators and learners, and there is a possibility of instant feedback,
whereas asynchronous learning environments are not properly structured.
In such a learning environment, learning content is not available in the
form of live lectures or classes; it is available at different learning
systems and forums. Instant feedback and immediate response are not
possible under such an environment (Littlefield, 2018). Synchronous
learning can provide a lot of opportunities for social interaction
(McBrien et al., 2009). Amidst this deadly virus spread such online
platforms are needed where (a) video conferencing with at least 40 to 50
students is possible, (b) discussions with students can be done to keep
classes organic, (c) internet connections are good, (d) lectures are
accessible in mobile phones also and not just laptops, (e) possibility
of watching already recorded lectures, and (f) instant feedback from
students can be achieved and assignments can be taken (Basilaia et al.,
2020)
Local Studies
28 million Filipino learners across academic levels who have to stay
at home and comply with the Philippine government’s quarantine measures
(UNESCO, 2020). To respond to the needs of learners, especially of the
3.5 million tertiary-level students enrolled in approximately 2,400
HEIs, certain HEIs in the country have implemented proactive policies
for the continuance of education despite the closure. These policies
include modified forms of online learning that aim to facilitate student
learning activities. Online learning might be in terms of synchronous,
real-time lectures and time-based outcomes assessments, or asynchronous,
delayed-time activities, like pre-recorded video lectures and time-
independent assessments (Oztok et al., 2013). Case in point are top
universities in the country, viz., De La Salle University (DLSU), Ateneo
de Manila University (ADMU), the University of Santo Tomas (UST), and
the state-run University of the Philippines, Diliman (UPD).
DLSU has 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 (De La Salle
University, 2020a). ADMU has suspended synchronous online classes but
continued asynchronous online learning so that “all students can learn
at their own pace” (Villarin, 2020). UST, like DLSU, has opted to
continue with synchronous and asynchronous online classes, and a
flexible grading of student outputs and assessments (University of Santo
Tomas, 2020). Other private universities and institutions such as STI
College, St. Scholastica’s College, Adamson University, Far Eastern
University, the University of the East, Ateneo de Davao University, and
the University of San Carlos have continued with their online classes as
well.
As the Philippine’s Department of Education (DepEd) Secretary, Leonor
Briones quipped, “Education must continue even in times of crisis
whether it may be a calamity, disaster, emergency, quarantine, or even
war” (Department of Education, 2020). The Philippines’ Commission on
Higher Education (CHEd), on the other hand, advised HEIs to continue the
“deployment of available flexible learning and other alternative modes
of delivery in lieu of on-campus learning” (Commission on Higher
Education, 2020). These pronouncements aim to encourage the continuance
of learning. Without implementing rules and regulations, however,
private HEIs are left to make their own policies.through an online
petition based on student and faculty sentiments, student governments
from different universities urged CHEd to mandate the cancellation of
online classes, stating that “while we understand the need for learning
to continue, the different circumstances of students across universities
are not ideal and conducive for such.” The petitioners argue that
“access to the internet connection and learning devices continued to be
a privilege up to this day, placing those with poor internet access at a
disadvantage when it comes to online classes.” [For a better picture,
45% of Filipino citizens (46 million) and 74% (34,500) of public schools
do not have access to the internet (Jones, 2019)].
Furthermore, “adding more workload for the students increases their
burden and contradicts the purpose of the lockdown, which is to help
their families prepare and adjust to the situation at hand.” Finally,
there is an issue about the “lack of environments conducive to learning
at home and the effectiveness of the online lectures” (Bagayas, 2020).
Social media hashtags like, #NoStudentLeftBehind, #NoSchoolLeftBehind,
#EndOnlineClasses, #EndTheSem, and #NoToOnlineClasses strengthen these
sentiments further.
In consideration of such petitions, the state-run University of the
Philippines-Diliman (UPD) suspended all modes of online learning. In his
message to the academic community on March 17, 2020, UPD Chancellor
Fidel Nemenzo announced the cancellation of online classes due to (i)
emergency concerns as “caring for our families and for ourselves comes
first,” (ii) “unequal access to personal computers and the internet
exists among our community,” and (iii) “the shift to online classes has
also not been smooth for our faculty, who have had to learn new skills
and revise their syllabi overnight” (Nemenzo, 2020).
One may claim that the main thrust of distance education is to bring
education to those who are unreachable, under-resourced, less-privileged
and inaccessible (Biana, 2013). Taken as such, distance education
“reaches out to students wherever they live or wish to study” (Guri-
Rosenblit, 2005). This kind of flexibility gives students more freedom
to actively participate in learning (Guri-Rosenblit, 2005; Daniel,
2016). Students learn even if they are separated from their instructors
by space and/or time (Edge and Loegering, 2000). In the time of COVID-
19, distance learning became a necessity for learners and educators all
over the world (Ali, 2020). Such a form of education, however, need not
be limited to online learning (Baggaley, 2008). Some have suggested
using cell phones and (SMS) texting technology to facilitate learning
(Flores, 2018). Others urge to employ TV programs, radio broadcasts, and
other non-internet based media (Punzalan, 2020). Perhaps, some teachers
might go back to basics and distribute annotated physical textbooks to
their students through courier services. As long as the education sector
is engaged, teachers and students have ample support, the curriculum and
content of the learning modules are well-defined and personalized,
technological limitations are acknowledged, and user-friendly and
enjoyable materials are present, education will continue one way or
another (Ramos et al., 2007; Ali, 2020). Such support presupposes a
collaboration between teachers and policy makers and authorities to
develop the relevant referenced programs as well.
Notwithstanding the various stresses it brings, the outbreak of
COVID-19 not only forced us to think about the technologies for
delivering education (Kim, 2020), it also compelled us to rethink the
very nature of education itself. The government should create and
implement concrete policies that will support a new breed of distance
educators. Educators in turn need to innovate to ensure that education
remains inclusive and accessible, and that distance learning is not
limited to pure online learning.