The Effect of Different Learning Modalities in Social Studies Majors

on the Quality of Learning in the New Normal

Review of Related Literature 

Cognitive

According to Bloom (1956), the domain of the cognitive process is the

acquisition of new knowledge and understanding through mental processes to
develop intellectual skills. An individuals' traits for processing and thinking
such as remembering, reasoning, problem-solving is called cognitive learning
(Liu, 1999). Piaget (1964) suggests that learning is effective when learners
are active in the process of learning and is present in the learning
environment. However, the crises of Covid-19 have caused a lot of
universities and colleges to close and implement distance learning to resume
education and that changes the learning environment to online (Gurajena et
al., 2021). Hence, distance learning could affect the students' academic
performance (Hashemi, 2021).

According to Sattar (2017), learners gain knowledge through

interacting in an online environment, just like they do in traditional
classrooms. One of the advantages of online learning is that it promotes the
students' self-direction since they learn autonomously (Muktar et al., 2020).
However, there are also limitations to online learning in terms of assessing
the cognitive needs of the students. The author adds that because of online
learning the students had a short attention span and had difficulties with their
resource strategies because of too much cognitive load.

In a study conducted by Said (2021) the student's academic

performance did not change significantly with the online learning modality
implemented at the time of the pandemic. Contrary to that, a study conducted
by Hashemi (2021) on Afghan students revealed that COVID-19 has lowered
the academic performance of students and was dissatisfied with online
learning. Chakraborty et al. (2020) surveyed undergraduate students about
their perceptions of online education. The findings of their study revealed that
the majority of the students prefer face-to-face traditional classes to distance
learning because they learn better.
Social

Learning is successful with the presence of peers and mentors because it is

more effective with the presence of other people who can support and evaluate the
progress of an individual (Zhu, 2006). Henri (1995), suggested that collaboration of
students to students and teacher to students supports the process of significant
learning through collaborating. Learners can generate knowledge through their
observations as well as from their previous experiences (Ustati, and Hassan, 2013).

According to Henri (1995), part of the challenge in implementing distance

education is the remoteness of the learners from their peers and instructors. He also
identified two traps to distance learning (a) the teaching practice, (b) passive
participation. In distance learning there is a low level of interaction between teachers
and learners, as a result, there is little dynamic in student participation. The learners
are physically isolated from their peers and instructors, hence there is no physical
interaction with their peers and instructors.

There is a need for more studies on how to improve the quality of the online
learning experience, specifically in terms of designing the curriculum and teaching
methods in order to develop a greater feeling of community and learning (Rovai,
2002). Silalahi, & Hutauruk (2020) suggested that creativity in teaching is needed to
design collaborative learning. They added that cooperative learning can make
students absorb knowledge and learn significantly through collaborating with their
peers.
Cognitive References:
Bloom, B. S. (1956). Taxonomy of educational objectives. Vol. 1: Cognitive domain. New
York: McKay, 20(24), 1

Piaget, J. (1964). Part I: Cognitive development in children: Piaget development and learning.
Journal of research in science teaching, 2(3), 176-186.

Caroline Gurajena, Elliot Mbunge, Stephen G Fashoto. (2021). Teaching and Learning in the
new normal: opportunities and challenges of Distance Learning amid COVID-19 pandemic.
SSRN. https://dx.doi.org/10.2139/ssrn.3765509

Sattar, E. (2017). Cognitive Learning and Its Relationship With Online Education. Association
for Talent Development. https://www.td.org/insights/cognitive-learning-and-its-relationship-
with-online-education

Liu, Y, & Ginther, D. (1999). Cognitive Styles and Distance Education. Online Journal of
Distance Learning Administration. https://www.learntechlib.org/p/90066/.

Mukhtar, K., Javed, K., Arooj, M., & Sethi, A. (2020). Advantages, Limitations and
Recommendations for online learning during COVID-19 pandemic era. Pakistan journal of medical
sciences, 36(COVID19-S4), S27–S31. https://doi.org/10.12669/pjms.36.COVID19-S4.2785

Aminuddin Hashemi | (2021) Effects of COVID-19 on the academic performance of Afghan

students’ and their level of satisfaction with online teaching, Cogent Arts & Humanities, 8:1,
1933684, https://doi.org/10.1080/23311983.2021.1933684

Ghada Refaat El Said, "How Did the COVID-19 Pandemic Affect Higher Education Learning
Experience? An Empirical Investigation of Learners’ Academic Performance at a University in
a Developing Country", Advances in Human-Computer Interaction, vol. 2021, Article ID
6649524, 10 pages, 2021. https://doi.org/10.1155/2021/6649524

Chakraborty, P., Mittal, P., Gupta, M. S., Yadav, S., & Arora, A. (2021). Opinion of students
on online education during the COVID‐19 pandemic. Human Behavior and Emerging
Technologies, 3(3), 357-365. https://doi.org/10.1002/hbe2.240

Social
Zhu, E. (2006). Interaction and cognitive engagement: An analysis of four asynchronous
online discussions. Instructional Science. DOI 10.1007/s11251-006-0004-0

Henri, F. (1995). Distance Learning and Computer-Mediated Communication: Interactive,

Quasi-Interactive or Monologue? Computer Supported Collaborative Learning, 145–161.
doi:10.1007/978-3-642-85098-1_8

Ustati R, & Hassan S. (2013). Distance Learning Students’ Need:Evaluating Interactions

From Moore’s Theory Of Transactional Distance. Turkish Online Journal of Distance
Education.

Ustatı, R. & Hassan, S. S. S. (2013). Distance Learning Students’ Need:Evaluating

Interactions From Moore’s Theory Of Transactional Distance . Turkish Online Journal of
Distance Education , 14 (2) , 292-304 . Retrieved from
https://dergipark.org.tr/en/pub/tojde/issue/16896/176062
Rovai, A. P. (2002). Building sense of community at a distance. International Review of
Research in Open and Distributed Learning, 3(1), 1-16.
https://doi.org/10.19173/irrodl.v3i1.79

Silalahi, T. F., & Hutauruk, A. F. (2020). The Application of Cooperative Learning Model
during Online Learning in the Pandemic Period. Budapest International Research and
Critics Institute-Journal (BIRCI-Journal), 3(3).https://doi.org/10.33258/birci.v3i3.xxx