Chapter 2

REVIEW OF RELATED LITERATURE

The aim of this chapter is to present literatures that are related to the study. The

informations are gathered from different credible sources to support the study and to

help the researchers determine the possible areas that needs more attention. Moreover,

this also helps the researchers find the gaps of the research.

Online Learning

Simply put, online learning refers to learning and other supportive resources that

are available through a computer. In an online lesson, the computer displays material in

response to a learner's request. The computer prompts the learner for more information,

and presents appropriate material based on the learner's response (Carliner, 2004)

There are two types of approaches used in online learning: Synchronous and

Asynchronous. Synchronous learning environments support learning and teaching and

offer students and teachers with multiple ways of interacting, sharing, and the ability to

collaborate and ask questions in real-time through synchronous learning technologies.

Examples of synchronous online technology types include videoconferencing,

webcasts, interactive learning models, and telephone conferences (Er et al., 2009;

eLearners.com, 2012).

In other hand, in an asynchronous learning environment, students are able to

actively participate in their own learning, giving them the opportunity to interact with their
peers, provide peer feedback, and reflect on the status of their personal learning goals

and outcomes (Er et al., 2009; Harris et al., 2009; Simonson et al., 2012).

In many ways, learning and teaching in an online environment are much like

teaching and learning in any other formal education context: learner's needs are

assessed, content is negotiated or prescribed, learning activities are orchestrated, and

learning is assessed (Anderson, 2008, p. 343-345)

Environment

In actual sense, learning environment refers to the diverse physical locations,

contexts, and cultures in which students learn (Glossary of Educational Reform, 2016).

In other words, for the learning process to be facilitated effectively, a total environment

for learning must be provided for the learners to optimize their ability to learn

comfortably. After all, it is a general opinion that some environments are more

conducive for teaching/learning and academic performance of the students.

Moreover, several factors can affect learning ability, including seating, light,

noise, and even colour. Students who study in a positive learning environment have

been shown to be more motivated, engaged, and have a higher overall learning ability.

On the other hand, students learning in poor environments – those that are

uncomfortable, loud, or full of distractions – will find it far more difficult to absorb

information and stay engaged. With this in mind, let’s look at how your surroundings

affect the way you study, and consider some of the best ways to create your ideal

learning environment (Hendrix, 2019).

 The extent to which students are involved with healthy environment is also

indicative of their psychological wellbeing and distress as seen in qualitative (Buckley &

Lee, 2018) and quantitative studies (Billingsley & Hurd, 2019). However, students in

bad environment with frequent feelings of internalized distress such as sadness,

anxiety, depression) show poor academic functioning and those with externalized

distress such as anger, frustration, and fear exhibit school difficulties (Roeser, Eccles, &

Strobel, 1998).

Technology

Technology plays an important role in society today it affects the way individuals

communicate, learn, think and determines how people interact with each other on a

daily basis. It has positive and negative effects on the world and it impacts daily lives.

We are living in an era where technological advances are common. The internet and

cell phones are some examples. Given these definitions, we perceived that

technological innovation was the use of knowledge to apply materials, processes,

techniques, and tools for human activity (Shane, 2009).

Technology provides innovative and resilient solutions at times of crisis to

combat disruption and helps people to communicate and even work virtually without the

need of face-to-face interaction. This leads to many system changes in organizations as

they adopt new technology for interacting and working (Mark & Semaan, 2008). Rapid

developments in technology have made distance education easy (McBrien et al., 2009).

Today, the use of mobile wireless technologies such as mobile phones, tablets and
laptops is in use for online education. Amidst this deadly virus spread such online

platforms are needed where video conferencing with at least 40 to 50 students is

possible, discussions with students can be done to keep classes organic, internet

connections are good, lectures are accessible in mobile phones also and not just

laptops, possibility of watching already recorded lectures, and instant feedback from

students can be achieved and assignments can be taken (Basilaia et al., 2020).

Technology readiness is another critical dimension connected with students’

learning in online learning environment. The emergence of various computer

technologies enables the usage of multimedia content and multimedia communication

(Horton, 2006) for education, and provides anywhere, anytime access to the learning

content.

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).

Platforms of online learning lend themselves towards a less hierarchical

methodology in education, fulfilling the learning desires of individuals which do not

approach new information in a linear or a systematic manner. Platforms of online

learning additionally are the most suitable ways for autonomous students (Abuhassna et

al., 2020; Abuhassna & Yahaya, 2018; Paechter & Maier, 2010; Panyajamorn et al.,

2018). The current technologies in education play an essential role in providing a full
online learning experience which is close enough to a face-to-face class in spite of the

physical separation of the students from their educator, along with other students

(Abuhassna and Yahaya, 2018).

Time Management

Time management can be defined as clusters of behavioral skills that are

important in the organization of study and course load (Lay & Schouwenburg, 1993).

Empirical evidence suggests that effective time management is associated with greater

academic achievement (McKenzie & Gow, 2004; Trueman & Hartley, 1996) as students

learn coping strategies that allow them to negotiate competing demands. Students are

tasked to juggle the work–life balance without much institutional support, and the way

that higher education institutions are organized tends to lead to peaks and troughs in

the student workload.

In addition, Time management plays a vital role in improving student's academic

performance and achievements. Each and every student should have time

management ability which includes setting goals & priorities, using time management

mechanism and being organized in using time. Here time management is only possible

through self-motivation; performance, ability and motivation (Brigitte et al., 2005)

Moreover, noncognitive personal behaviors such as a student’s time perspective

are effective predictors of academic outcomes as poor time management approaches

mean that students find it hard to plan their work and may feel agitated toward the end

of a course—when they are likely to be assessed (Scherer, et. al., 2017). Students
perceived poor time management to also be related to particular negative examination

outcomes—whether this is actually the case or whether this is a case of self-serving

bias, there is a clear association between student performance and their ability to

manage time effectively (Ling, 2003).

Barriers

Although instruction provided through the Internet offers a viable alternative to

the need for "physical" space, the need for faculty involevement in online learning

remains prevalent issue to those institutions that plan to continue offering instruction at

a distance (Matsom, 2006; Nelson & 2005; Schifter, 2004).

Similarly, inadequate hardware and software, slow internet connections, learners'

procrastination, lack of technical expertise among the instructors, insufficient orientation

for learners, and a lack of release time for instructors to develop and design their online

courses have been cited as barriers to faculty participation in developing and teaching

online courses (Nikonge & Gueldenzoph 2006).

Summary and Gaps of the Literature

The chapter tackles the literatures that are revolving around the study. Overall, it

discusses Online Education, and factors that touches Online Learning such as:

Environment, Technologies, Time Management, and Barriers.

 In addition, as the researchers dig more about the study, it is observed that there

are topics related to Online learning that are not yet discussed. Topics such as Priorities

of Students outside their Online Classes, and The responsibility of a family for a student

towards Online Learning are the examples. The study aims to address the topics that

are left behind.

 References:

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