Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents various related literature and studies which the researcher

finds relevant in this study on the role of educational video clips in learning biological

concepts through online distance learning. Several books, journals, theses, and research

have been helpful in the presentation and development of this study.

Related Literature

The reviewed related literature includes topics on the role of educational video

clips in learning biological concepts through online distance learning which are presented

thematically.

Educational Video Clips in Online Distance Learning

The use of instructional media in e-learning may be seen as a method of

distributing knowledge to students via various electronic sources (Mayer, 2014). Due to

its crucial position as a content provider, media may have a significant influence on how

learners absorb and eventually grasp knowledge. Ineffective use of media results in

problems with motivation, interest, and engagement, which eventually leads to a lack of

knowledge in e-learning settings (Costley & Lange, 2017). This detrimental impact on

learning happens as a result of either losing attention to the subject matter or

encountering difficulties when attempting to process the subject matter (Molnar, 2017).

Several media elements, including speed, intelligibility, quality, diversity, and

congruence, might exacerbate these learning issues if they are employed ineffectively.

Therefore, it is important to consider how media elements affect student involvement and
processing, as well as how to address these difficulties, to enhance learning in online

courses.

The visual presentation and design of a video lecture, or more simply how the

student perceives it, are reflected in the quality of the media inside the lecture

(Heribanova et al., 2011). It's crucial to make sure that the visual media are of a caliber

that supports student engagement and, eventually, learning. According to Leacock and

Nesbi (2007), aesthetics, production quality, and general design all have an impact on the

learning process. Students using online courses have expressed worry about the visual

quality of the videos, which might negatively affect how they perceive and ultimately

understand teaching (Molnar, 2017). University students' dislike of out-of-date videos is a

problem that detracts from their participation. Given that it has been directly associated

with learning, engagement in e-learning is essential for the learning process (Guo et al.,

2014). Overall, research has demonstrated that delivering low-quality visual materials has

a greater detrimental impact on learning than delivering high-quality materials (Molnar,

2017).

In terms of video lectures, media diversity refers to the utilization of a range of

media to enlighten the students during the session (Costley & Lange 2017). When there is

a lack of variety in the media used by learners, problems may arise online. The manner

that information is presented to pupils via a variety of media is crucial to how they digest

it (Hughes et al.,2019). According to the dual coding theory, which is frequently used in

instructional media research (Ramlatchan, 2019), online learners can process information

through dual coding, which occurs through both verbal and nonverbal cognitive
pathways, when various types of media are provided. While the nonverbal channel

analyzes visual and animated material, the verbal channel processes text and voice.

The coronavirus disease (COVID) 2019 crisis has impacted not only the

economic, psychological, and social aspects of the world but also particularly the

educational sector to a great extent. The virus, which first emerged in December 2019,

became a pandemic leading to school closures and eventually, migration to remote

learning by all levels of educational institutions. ERE is the temporary change in

instruction delivery caused by a crisis's sudden occurrence.

There are a variety of ways in which video might improve teaching and learning

in higher education. One research (Taslibeyaz et al., 2017) found that watching videos

was useful for obtaining clinical skills, altering attitudes, boosting cognitive learning, and

retaining knowledge in the setting of medical education from 2000 to 2014. Similarly,

Yousef et al. (2014) discovered some evidence that video-based learning improved

teaching techniques and learning outcomes in a survey of peer-reviewed qualitative and

quantitative publications from 2003 to 2013 gathered from 7 major databases and 21

academic journals.

Furthermore, the visual advantages of video serve as a medium for expanding

access to practical demonstrations. Students may learn from field specialists by viewing

close-up expert drawings and having the ability to watch them again if necessary

(Ramlogan et al., 2014, Cooper and Higgins, 2015). Furthermore, these examples can

exemplify real-life procedures and graphically highlight facts that might be difficult to

effectively express orally or through written language (Rasi and Poikela, 2016, Schneps

et al., 2010). This might lessen the cognitive strain of striving to bring concepts to life or
engaging in "mental animation" to make sense of things, particularly in STEM topics

(Castro-Alonso et al., 2018).

Finally, the arrival of video has been found to considerably promote the notion of

"ubiquitous learning," or the ability to study anywhere and at any time. Video-learning

provides a cost-effective, location-free mode of flexible study that is available at all hours

and can be tailored to the learner's specific requirements, allowing them to learn at their

speed and revisit content as needed. This is viewed as having practical advantages for the

learner (Taslibeyaz et al., 2017).

Online Distance Learning

Online learning is a live, synchronous platform that necessitates a strong,

consistent internet connection from both sides (Llego, 2010). Online learning is seen to

be more participatory than other learning modalities like face-to-face instruction and

modular courses since students can be observed reacting.

In unpredictable times like the COVID-19 pandemic, online learning is one option

to maintain your education. Although it is an excellent platform, several issues come up

that impact teacher as well as students. The human connection is lost in an online course,

according to Shore (2020), who also noted that this affects student motivation,

interaction, and the teacher's capacity to modify lectures and presentations. Friedman

(2020), on the other hand, noted in his article that difficulties with online learning include

technical difficulties, distractions, time management, staying motivated, comprehending

course expectations, the lack of in-person interaction, adjusting to unfamiliar technology,

and uncertainty about the future. There are many difficulties that students frequently run

through when learning online, as both Shore and Friedman made evidently.
 In the history of online learning, the introduction of the Internet and its usage for

educational purposes is referred to as the third phase (Kaplan & Haenlein, 2016). To give

students a more fulfilling learning experience, more creative instructional delivery and

learning modes have been created as communication and network technology have

advanced (Lim & Morris, 2009). The primary components of distance learning, also

known as distance education, e-learning, and online learning, involve the physical

separation of teachers and students during teaching and the use of a variety of

technologies to support student-teacher and student-student communication (Simonson,

2020).

The flexibility and accessibility of studying anywhere, at any time, without

needing to be physically present on the campus are two benefits that online learning is

regarded to offer over traditional face-to-face and mixed education (Van Doorn & Van

Doorn, 2014). Additionally, because it encourages greater engagement from individuals,

learning becomes more learner-centered (Markova,et. al., 2017).

As the school and colleges are shut for an indefinite period, both educational

institutions and students are experimenting with ways to complete their prescribed syllabi

in the stipulated time frame in line with the academic calendar. This pandemic has been a

trigger for educational institutions worldwide to pursue creative approaches on relatively

short notice, and most universities have shifted to online mode using blackboard,

Microsoft Teams, Zoom, or other online platforms calling it online distance learning.

One of the most significant achievements in higher education over the last decade

has been the introduction of the "flipped classroom." Instead of the traditional lecture

followed by class, students view a video to become acquainted with the lecture subject
before attending a face-to-face session. Video can shift the educational paradigm away

from didactic tactics and toward constructivist learning, with students empowered to

control aspects of their learning. Videos may provide academic knowledge or additional

material to academic topics, such as news or film clips. They can be used to augment

practical and intellectual education in formats like video lectures or tutorials.

Online distance learning is characterized by the separation of the teacher and

learners for the majority of the duration of the course (Ascough, 2002). As technology

continues to improve, universities are including videoconferencing technology (where

students and instructors can simultaneously connect using audio and visual

communication), which may continue to widen the modalities available for online

learning (Mader & Ming, 2015). In addition, the use of online platforms such as google

classroom, zoom, virtual learning environment, social media, and various group forums

like telegram, messenger, WhatsApp, and WeChat, are explored and tried for teaching

and learning for the first time to continue education. This can be explored further even

after face-to-face teaching resumes, and these platforms can provide additional resources

and coach to the learners (Chhetri and Pokhrel, 2021).

However, teachers who are used to conventional teaching delivery were obliged

to embrace technology despite their lack of technological literacy. They were also

obliged to develop creative initiatives that assist to overcome the limitations of virtual

teaching. To address this problem, online learning webinars and peer support systems

were launched.

Furthermore, teachers are actively collaborating at a local level to improve online

teaching methods. Many educational organizations are offering their tools and solutions
for free to help and support teaching and learning in a more interactive and engaging

environment. Online learning has provided the opportunity to teach and learn in

innovative ways unlike the teaching and learning experiences in normal classroom

settings (Chhetri and Pokhrel, 2021). The educational institutions in affected areas are

seeking stop-gap solutions to continue teaching, but it is important to note that the

learning quality depends on the level of digital access and efficiency. The online learning

environment varies profoundly from the traditional classroom situation when it comes to

learners learner motivation, satisfaction, and interaction (Bignoux & Sund, 2018 as cited

by Aditya et al, 2021).

The current technological advancements allow us to employ several ways to

design online content. It is very important to consider the preferences and perception

perceptions of learners while designing online courses to make learning effective and

productive. Preference of the learner is related to the readiness or willingness of the

learner to participate in collaborative learning and the factors influencing the readiness

for online learning (Aditya, et al 2021). Warner et al. (1998) as cited by Aditya et al.

(2021) proposed the concept of readiness for online learning in the Australian vocational

education and training sector. They described readiness for online learning mainly in

terms of three aspects: 1. The preference of students for the ways of delivery as opposed

to face-to-face classroom instruction; 2. Students’ confidence in utilizing electronic

communication for learning which includes competence and trust in the use of the

internet and computer-based communication; 3. Capability to engage in autonomous

learning. Any efforts to strengthen the effectiveness of online learning need to understand

the perception of the users.

 According to Paul VanPortfliet and Michael Anderson (2013), educators have

long voiced skepticism about the possibility of replicating outcomes similar to traditional

face-to-face education through online distance learning. VanPortfliet and Anderson

observe in research comparing results from online and hybrid courses that it is thought

that academic success and retention are worse for students enrolled in distant learning

programs than for those enrolled in regular classroom settings. According to VanPortfliet

and Anderson, one explanation for this relative lack of efficacy is a lack of

communication between students, their teacher, and their classmates in the online

learning environment.

However, there is evidence of equivalence across a variety of outcome metrics.

Cavanaugh et al (2004) discovered no significant difference in results between virtual and

face-to-face schools in a 2004 meta-analysis of 116 effect sizes estimated across 14 K-12

web-delivered distant learning programs between 1999 and 2004. Kauffmann conducted

research in 2015 to investigate characteristics that predict student performance and

satisfaction with online learning. According to Kauffmann (2015), multiple studies have

indicated that online learning programs provide results that are equivalent to face-to-face

programs.

Many biological concepts are perceived as challenging by secondary school

pupils. Students' motivation suffers when they encounter problems in so many areas of

biology. Overburdened biology courses may force pupils to memorize content,

preventing real learning. If students are dissatisfied with the way biology is taught, they

may become disinterested and have unfavorable attitudes toward the topic. The fast
expansion of online education has increased interest in learning through instructional

video (zccan2003).

According to Cimer (2012), having students' perspectives and ideas on how to

make biological concepts, teaching, and learning more successful may aid in the

implementation of the new curriculum. The function of instructional video clips must be

introduced for students to study efficiently during this epidemic period in which learning

is based on online remote learning.

Because of the fast rise of online education, there is a growing interest in learning

through instructional video. According to Cimer (2012), having students' perspectives

and ideas on how to make biological concepts, teaching, and learning more successful

may aid in the implementation of the new curriculum. When man was looking for food in

the jungles, he would utilize instructive video snippets to communicate. Educational

video clips are specially designed instructional aids that are intended to educate as well as

provide information and enjoyment. Audio or visual aids are teaching tools that only use

one sense at a time, such as hearing or sight. These aids not only save the teacher's time

but also aid in the development and arousal of curiosity, creativity, and motivation.

Using movies to assist students to grasp issues in the classroom might increase

academic progress and even attitude toward the subject. The use of visual media

(educational video clips) helps improve knowledge of abstract processes that are difficult

to visualize in one's head. In biology, for example, numerous molecular activities occur

that are invisible to the naked eye. Students may be able to learn the procedure more

readily if they can see an animation of it rather than simply viewing illustrations.

Filmstrips are linked collections of images, drawings, photos, and diagrams that are used
to represent a single subject, story, or lesson (The Institute for the Advancement of

Research in Education, 2003).

Video-aided teaching is when a teacher complements his instruction with moving

films. When teachers have complete control over the equipment and learning, there is an

advantage to using video cassettes. Whereas multimedia refers to an electronic device

that incorporates several aspects such as audio, graphics, text, animation, and visuals.

According to Mirana et al. (2017), how science is taught has a significant impact on

students' attitudes about it. Whatever instructional tool and design is employed in the

classroom, it has a substantial impact on the students' appreciation of science. The usage

of instructional movies (video clips) can lead to considerable learning gains by increasing

teaching effectiveness among students. There are several guidelines for selecting good

instructive video clips (Akram et.al., 2012).

Perceptions of Students in Online Distance Learning

To determine learners' perceptions of web-based learning, Petrides (2002) carried

out qualitative research. The research was done in a hybrid university online course,

which was a one-semester regularly scheduled course with the addition of web-based

technologies. When questioned, some participants admitted that writing their comments

caused them to reflect more profoundly than speaking their answers during interviews.

They stated how the public and ongoing display of the discussion postings on the Web

allowed them to constantly reflect upon one another's reflections. One participant said,

"There's something about having to react in the paper that causes you to think more

deeply about topic areas" (Petrides, 2002).

 Concerning 22 students' opinions on their asynchronous online learning

experiences, Vonderwell (2003) conducted interviews with them. As a result of the

asynchronous setting, several participants claimed they were able to write carefully about

their thoughts. According to one participant, for instance, "The discussion questions were

not only for writing the answers; they demanded contemplation," according to

Vonderwell.

Researchers have recognized flexibility as a strength of the online learning

environment (Schrum, 2002). Participants in Petride's study from 2002 indicated that

working in collaborative groups in an online course was simpler since there was less need

to reorganize everyone's schedule. Choices about the learning experience were rated well

along with flexibility with time. The ability to freely pick and choose from a menu of

varied learning experiences enabled participants of the study in web-based learning

environments guided by principles of good teaching practice to find the approaches that

best fit the way they learn, according to the participants.

Participants from the three nations had varying opinions about how students

perceive distant learning. Students from Portugal and Ukraine thought more positively of

distance education than students from the United Arab Emirates. The fact that half of the

Ukrainian students have experience with distant learning may be the reason for their

positive outlook. In comparison, only a very tiny proportion of students in Portugal had

experience. However, it does not appear that this has had a detrimental impact on how

they feel about online learning. Portuguese students' high degree of interest in and

involvement with emerging technologies may contribute to the participants' positive

opinions of remote learning. According to a Costa, Faria, and Neto (2018) survey, 69% of
Portuguese students use new technologies for more than an hour and a half a day. % of

Portuguese students utilize new technologies.

According to three European studies cited by Diário de Noticias (2011),

Portuguese students "appear at the forefront of those who best master information and

communication technologies (ICT)." Another factor that may have an impact on

respondents is the fact that the Portuguese government has recently passed legislation that

will govern DE in the nation for the first time. This new law will make it possible for

additional IHEs to provide degree-granting DE courses.

Motivation in Online Distance Learning

Since the mid-1990s, distance education has grown in popularity, bringing with it

numerous benefits such as increased access to educational activities and learning

possibilities, but also worries about students' and teachers' abilities (Campbell & Sarac,

2018). Online learning is a type of remote education enabled by technical equipment

utilized by separated learners in their settings apart from the primary education source

(Hartnett, 2016).

When it comes to online learning settings, motivation is another issue that

requires in-depth examination (Burston, 2003). In recent years, researchers have focused

on motivation in online courses (Zhan & Kocadere, 2020). While these studies do not

expressly focus on L2 courses, their conclusions are nonetheless applicable to foreign

language learners in a virtual classroom.

Hartnett et al. (2011) define motivation in online learning as a complicated

phenomenon influenced mostly by individual characteristics and unique settings.

Students are less likely to participate in online courses (Kyewski & Krämer, 2018), and

high attrition rates raise motivating concerns for instructional designers in distant

education.

Motivation can influence what we learn, how we learn, and when we choose to

learn (Schunk & Usher, 2012). Research shows that motivated learners are more likely to

undertake challenging activities, be actively engaged, adopt a deep approach to learning

and exhibit enhanced performance, persistence, and creativity. Despite this, studies that

explore motivation to learn in online contexts are limited in both number and scope.

One of the difficulties that individuals working in education encounter is inspiring

kids to study. Motivation, according to Bzuneck, is an internal construct that directs,

modifies, or maintains objectives, activities, and preferences. According to self-

determination theory, the person participates in learning circumstances to achieve three

essential psychological needs: autonomy, competence, and a sense of belonging or

relatedness. Extrinsically driven by external regulatory behaviors can be noticed in

instances when the student pursues a task to receive a specific reward or avoid

punishment. In the case of introjected regulation, the controllers are internal and respond

to concerns that the individual has internalized (Bzuneck & Guimares, 2010).

One circumstance that exemplifies this form of control is when a student decides

to devote more attention or time to study a specific subject. The most autonomous sort of

extrinsic incentive is integrated regulation, which is regarded as the student's own

decisions, assimilated to the self, and free of pressure. The high level of autonomy
development grants integrated regulation a position on the self-determination continuum

near to intrinsic motivation (Rufini et al., 2011).

Various aspects have been proposed to interact with online learning motivation to

overcome attrition and participation issues. When students skip courses or do not

participate in activities, their motivation suffers. De Barba et al. (2016) discovered that

state-level motivation during the learning process functions as a mediator between

intrinsic motivation and engagement. They also highlighted how an online learning

environment should support motivation and involvement since situational interest is

contextual and depends on how many activities and content can maintain students'

attention. Similarly, Chen and Jang (2010) propose that to cope with attrition, students

require help that is personalized to their specific requirements.

Course materials and tasks were also investigated in terms of motivation.

According to Hartnett et al. (2011), recognized regulation (recognizing the worth of

activity) in online contexts is just as important as intrinsic motivation. As a result, it is

critical to provide meaningful assignments to students and to provide opportunities for

open dialogue between instructors and students. Cebi and Güyer (2020) discovered a

favorable relationship between the level of students' involvement with course material

and their motivation, but their material selection did not affect motivation.

Researchers wondered if gamification may lead to higher motivation. The

sensation of flow and affective commitment to the online educational environment with

games, according to Zhan and Kocadere (2020), greatly affected the participants'

motivation. In a similar vein, Kyewski and Krämer (2018) proposed that granting badges
might increase student motivation and employed two types of badges in their research of

massive open online courses (MOOCs); one that can be viewed by all students and one

that can only be seen by the student who got it. They discovered that public prizes had no

effect on intrinsic motivation, but students cherished their invisible badges because they

allowed them to track their progress.

One of the issues of online education is the lack of online teaching expertise

among teachers. Instructor presence, defined as instructional techniques that learners may

observe in a live context, is an essential component in determining student motivation in

virtual classrooms. Similarly, pupils' lack of motivation has a significant impact on

teachers' motivation. Sener et al (2020) discovered that a lack of learner motivation,

interaction, and autonomy was the second most frequently referred issue influencing

teachers' experiences in a cross-sectional survey study that examined 39 EFL and English

for Academic Purposes (EAP) teachers' experiences of online education at a nonprofit

private university. As a result, it is possible to conclude that in online environments, there

is a dynamic interplay between student motivation and pleasant classroom experiences.

When audio content is delivered effectively, it gives students linguistic

information they can easily understand, emphasizes that information, and draws their

attention with nonverbal noises and music (Costley & Lange, 2017). Online teachers

must be aware of possible problems with ineffective media distribution even if there are

definite advantages to employing both visual and aural media in video courses. In

particular, issues with information transmission may arise if media are presented in a way

that restricts viewers' concentration, attention, interest, and involvement and overburdens

working memory (Mayer, 2014).

Related Studies

The related studies are presented thematically to provide readers with a sequence

of information regarding the past research studies and their findings that support and

contrast the finding of this study.

Role of Video Clips

The use of media in video lectures enables students to digest information acquired

via both aural and visual channels. To process information in this way, working memory

organization and long-term memory transfer are used. In theory, this ought to result in

increased schema formation and improved comprehension of the topic (Mayer,2014).

Illustrations, photos, graphs, maps, films, presentations, and animations are just a few

examples of the visual materials used to increase student engagement and focus during

video lectures (Kizilcec, Bailenson, & Gomez, 2015). Students may reason and conclude

by envisioning how various processes work when visual materials are delivered

effectively. To increase student engagement, auditory media include forms such as music,

sound effects, spoken text, the instructor's voice, and narrative (Kizilcec et al., 2015).

Online Distance Learning

COVID-19 has become a global health crisis. As of October 6, 2020, almost

36 million people have been infected and over one million have died. In the

Philippines, this translates into almost 325,000 infected and 6,000 deaths

(Worldometer, 2020). To curb the spread of COVID-19, most governments have

opted to employ quarantine protocols and temporarily shut down their educational

institutions. As a consequence, more than a billion learners have been affected

worldwide. Among this number are over 28 million Filipino learners across academic

levels who have to stay at home and comply with the Philippine government’s

quarantine measures (UNESCO, 2020).

With efforts to prevent the spread of the novel coronavirus, the contours of the

education system are changing with online education becoming the primary means of

instruction. Universities and institutions are shifting to online platforms to catch up with

the curriculum (Aditya et al, 2020).

Transitioning from traditional face-to-face learning to online learning can be an

entirely different experience for the learners and the educators, which they must adapt to

with little or no other alternatives available. The education system and the educators have

adopted “Education in Emergency” through various online platforms and are compelled

to adopt a system that they are not prepared for. With the availability of sea platforms and

online educational tools, the user both educators, and learners face frequent hiccups while

using this online education (Chhetri and Pokhrel, 2021).

Frequent hiccups that were reported are those students dropping out or opting to

discontinue schooling. This has occurred due to the long break enforced by the school

closure during the COVID-19 pandemic. Although no studies are carried out to evaluate

the direct impact of the pandemic on the dropout rate, research in the Bhutan area would

bring out the factual details (Chhetri and Pokhrel, 2021).

 In the study by Aditya et al. (2021), around 50% of the respondents agree with the

statement that online learning improves their technical skills as compared to face-to-face

classes. It is also evident in the results of their research that around 60% of respondents

agree that online classes are less effective when it comes to communication with the

instructor as compared to face-to-face classes. Lastly, on average 20-30% of the

respondents perceive that online and face-to-face classes are equally good when it comes

to the above criteria

However, Aditya et al, (2021) ranked their results when it comes to the

effectiveness of online learning; 1. Flexible schedule and convenience were ranked as the

major benefits. Online education offers students the opportunity to study at their own

pace and time of their convenience. Hence, flexibility and convenience are major drivers

behind the demand for online education. 2. Lack of connectivity was ranked as the major

hindrance in online learning. The situation is even worse for those from remote areas.

Lack of connectivity, data limit, and data speed were the limitations of internet

infrastructure. These give us an insight that if any country wants to move towards online

education, then as a pre-requisite, it should focus on its internet facilities.

Moreover, internet bandwidth is relatively low with lesser access points, and data

packages are costly in comparison to the income of the people in many developing

countries, thus making accessibility and affordability inadequate. According to Barrot et

al. (2021), studies found out students’ online learning has different challenges during a

pandemic. Their finding revealed that the lockdown made significant disruptions to

students’ learning experience. These include anxiety, depression, poor internet service,

and an unfavorable home learning environment which were aggravated when students are
marginalized and from remote areas. They have also cited, that online learning is

ineffective due to several challenges, among these were lack of social interaction among

students, poor communication, lack of ICT resources, poor learning space at home, stress

among students, and lack of fieldwork and access to laboratories.

The learning environment is the greatest challenge that students needed to hurdle,

particularly distractions at home (e.g noise) and limitations in learning space and

facilities. This problem arises because of restrictions on mobility since they could not go

to school or other learning spaces beyond the vicinity of their respective houses.

Imposition of lockdown restrictions on students learning experience (e.g internship and

laboratory experiments) leads to limited interaction with peers and teachers resulting in

depression, stress, anxiety, and depletion of financial resources of those who belong to a

lower-income group (Barrot et al. 2021).

In socioeconomic profile, the pandemic somehow exposed the many inequities in

the educational systems within and across countries. In the case of a developing country,

families from lower socioeconomic strata have limited learning space at home, and

access to quality internet service, and online learning resources. This is the reason the

learning environment and learning resources recorded the highest level of challenges. The

socioeconomic profile is the reason for financial problems faced by the students

according to Barrot et al. (2021).

Nonetheless, students employed a variety of strategies to overcome the challenges

they faced during online learning. According to the study by Barrot et al. (2021), to

address the home learning environment problems, students talked to their family,
transferred to a quieter place, studied late at night where all family members are sleeping

already, and consulted with their classmates and teachers when faced by problems.

In addition, to overcome the challenges faced during this pandemic, according to

the study by Aditya et al. (2021), the majority of their respondents preferred online

classes to cope with further reticulum due to lockdown in the wake of the COVID-19

pandemic, whereas 30% of the respondents suggested suspending of the classes or

providing reading materials till the lockdown is lifted. In the wake of adapting to the

changing times, innovative solutions like 3D virtual labs are being devised. A teacher’s

competency in communication as well as his ability to use multimedia content for

effective presentation are very important at this juncture.

The widespread use of video in education during the past decade was made

possible by the ready-to-use camera available on mobile devices, free streaming media

hosting and sharing platforms, and recording studios available on many campuses. The

rapid advancement of video technologies has made available a large variety of design

options (Hansch et al. 2015 as cited by Goel et al. 2019).

Educational video clip-based instruction could be more useful to students after

they have had time to process the information. It could help them comprehend and tie

together information in a way that would be easier than when first learning the

information. According to the studies of Akram et al (2012), the learning environment is

more active and interactive through the use of audio-visual aids (educational video clips)

whereby students are highly alert in the classrooms; instead of mere passive listeners,
they took active participation in the learning activities, thus enhancing the level of

retention and comprehension.

Motivation in Online Distance Learning

Additionally, Nishida et al said that audio-visual material (educational video

clips) when used in the classroom certainly is very effective as compared to the chalk and

board approach of teaching. She stated that students want teachers to use AV materials

properly to make the lecture more meaningful. Generally speaking, teachers who

emphasize effective communication seek to give adequate explanations, seek to

understand and anticipate the difficulties of students, seek to understand their influential

subjective thought patterns and seek to provide the necessary real and/or vicarious

experiences for solving problems, building new ideas, insights and abilities and for

carrying on other learning tasks.

Likewise, online distance learning gives similar vibes too when learning

biological concepts, according to the study by Aditya et al (2021) that was taken from

their participants to enhance the effectiveness of online learning, it was found that

appropriate content, connectivity, recorded videos along with proper follow up makes

online classes on par with the traditional classroom situation, therefore online learning

allows institutions or teachers to reach learners virtually, enhances convenience and

strengthen education opportunities.

Goel et al. (2019) stated that video lesson for online courses involves more than

presenting content through a short video demo. It is a video-based learning module,

designed to achieve the learning objectives through sequenced content instructions and
learning activities. Hence, there is a need to move beyond the existing design principles

for multimedia presentations for procedural learning and explore new principles for the

design and development of video lessons for online learning.

In addition, as cited by Goel et al (2019), Kay (2012) did a comprehensive review

of 53 studies published between 2002 and 2011. The review indicates that, despite some

challenges, students generally had positive affective and cognitive attitudes towards the

use of videos to support learning. There was also evidence supporting the positive impact

of videos on students’ study habits and learning performance.

Mohan, L et al. (2010) as cited by Akram et al (2012), opined in a study in India

that 85% of the students are in favor of teaching methods that employ audio-visual aids

(educational video clips-based instruction) as compared to typical lectures delivered

without the use of audio-visual aid (educational video clips-based instruction). Research

conducted also by Adeyanju (1997) as cited by Akram et al (2012), at the University of

Winneba Ghana, a survey sample of teachers with experiences ranging between 3 years

to 25 years, claims that instructional material or audio-visual teaching aids (educational

video clips) improve teaching methodology. Thus, Adeyanju (1997) asserts that teachers

claim that audio-visual aids help in reducing the talk and chalk method.

Furthermore, Swank (2011) stressed the effectiveness of visual materials in

learning and estimated that about 40% of our concepts are based upon visual experience,

25% upon auditory, 17% on tactile, 15% upon miscellaneous organic sensation, and 3%

upon taste smell. With the above assertion, it becomes clearer why audio-visual materials
(educational video clips) are important in the teaching and learning processes. This is

because they bring the different contributions together to get 100% clarity.

Finally, Nishida et al, in the result of their study showed that the most

encountered, effective, and interesting Audio-Visual material used in general chemistry is

the videotape. Students favored this much because it is moving. Its use became

interesting for it is very informative and full of colored pictures. The students favored the

use of these AV materials (educational video clips) because they can accomplish the

following situations; a good basis for conceptual thinking, high degree of interest,

stimulates self-activity, contribute to growth, explains the wide variety of learning, and

gives a total summary of the topic. Thus, to make its approach interesting, effective and

understandable, students’ most popular answer is that Audio-Visual materials

presentation (educational video clips-based instruction) must be controlled and there must

always be assistance from the teacher.

Perception of Students in Distance Learning

Using so many foreign words with limited explanation or definition also

decreases students’ attention and interest in biology lessons. This makes biology lessons

for students unattractive, irrelevant, meaningless, and boring. As a result, they may fail to

achieve highly in biology classes or exams. Many researchers indicate that there is a link

between students’ attitudes towards biology and their learning environment (Zeidan,

2010).

Therefore, in the study of Mccombs (2011), his participants suggested that

teachers should try to make biology lessons interesting, fun, and attractive. When
teachers make the instruction personally more meaningful and relevant to students’ lives

and more enjoyable, interesting, and challenging, students have a higher intrinsic

motivation to learn.

In addition, Cimer (2012) stated that the students suggested various strategies or

techniques for making their learning in biology effective: teaching biology through the

use of visual materials, practical works, reducing the content of the biology curriculum,

using various study techniques, and connecting the topics with daily life are making

biology teaching interesting.

Moreover, a great majority of the students suggested that in biology teaching,

teachers should use visual materials. As the subject includes many abstract concepts and

phenomena that require observation, the participants indicated that they should see what

they are learning. Therefore, they stated that in learning biological concepts, if the

teachers use various visual teaching and learning materials and tools, such as figures,

models, computer simulations, videos, 3-D materials, and real-life objects, both the

teaching and learning may become more effective (Çimer, 2012).

Since they defined effectiveness in learning as “retention of knowledge for a long

time”, they expressed that teaching biological concepts through visual materials and tools

helps them retain biological knowledge for a long time and makes them remember or

recall the information much more easily. Previous researches also promote teachers’

using visual materials like pictures, posters, models, and computers in the lessons, which

were found to be effective in making the lessons attractive and interesting for students

(Peat and Fernandez, 2000 as cited by Timer 2012).

 Thus, as Cimer (2012) said, teaching with visual materials can provide more

concrete meaning to words, show connections and relationships among ideas explicitly,

provide a useful channel of communication and strong verbal messages and memorable

images in students’ minds, and make lessons more interesting to students. In the end, this

makes their learning of biological concepts more effective.

Local Studies

Role of Video Clips

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 instead of on-campus learning” (Commission on Higher Education, 2020). These

pronouncements aim to encourage the continuance of learning.

According to Landicho, C.J (2020), online teaching in his own experience as a

science teacher, need adjustment in the current context including the absence of

laboratory activities, field visits, and other off-campus engagements (e.g tours), and

suddenly the shift to online delivery of lessons take place. With these changes come, the

challenges of redesigning the lessons and assessments, the limitation on technological

resources, and the decreased social interaction among learners and teachers, nevertheless

because of the use of video lessons, learning science clearly can take place.
 Online Distance Learning

Science teachers may have benefited from the online teaching and learning mode

preparation. With the problems experienced, new ideas and realizations are generated

from these experiences, opening the way for projects to be undertaken in the online

modality that will aid in the enhancement of teaching and learning in the remaining

months of the school year 2020-2021. They cited interactive games, innovation in

integrating the 5Es, participating in more hands-on activities, reducing activities, and

vlogging as initiatives in science education.

Similarly, DepEd takes a three-pronged approach to distance learning: (1)

delivery of printed modules to students, (2) access to DepEd Commons, an online

education platform developed by DepEd to support alternative modes of learning, and (3)

delivery of lessons or self-learning modules via radio and television. However, detailed

rules for implementing distant learning are still being developed (Magsambol, 2020).

Private universities and institutions have also adapted to the pandemic's limits and

are prepared to offer online, blended learning, or planned in-person sessions once the

government reverses quarantine laws. Lasallians Remote and Engaged Approach for

Connectivity in Higher Education (R.E.A.C.H) emphasizes the importance of

engagement between faculty and students and offers three different delivery modes: (1)

fully online (synchronous and asynchronous), and whenever possible, (2) hybrid

(blending of online and face-to-face), and (3) face-to-face. AnimoSpace, the university's

learning management system (LMS), organizes and makes available all online academic

tools and content (De La Salle University, 2020).

 Similarly, ADMU tested the Adaptive Design for Learning methodology (ADL).

ADL incorporates three modes of delivery: (1) online, (2) blended, and (3) face-to-face,

and delivers courses that are specially created to suit faculty style and adapt to learner

requirements and situations. The curriculum materials are housed in Ateneo Blue Cloud,

the university's virtual campus (Ateneo de Manila University, 2020).

Meanwhile, UST adopted an Enriched Virtual Mode (EVR) through its learning

management platform, UST Cloud Campus, that integrates both online (synchronous and

asynchronous) and offline tactics to provide accessibility and flexibility in learning.

Aside from team-teaching, initiatives in EVR include a mix of the following: (1)

professional competency supplementation with industry partners and alumni exchanges,

(2) collaborative online learning with international partner universities, and (3) remote

encounters with community partners (Alejandrino, 2020).

Finally, the University of the Philippines System transitioned to blended learning,

utilizing pre-existing platforms such as the University Virtual Learning Environment

(UVLE) and UP Open University (UPOU). UPOU promotes online learning and remote

education and provides free online learning special courses. To assist schools in

transitioning to an alternate learning environment, the UP College of Education created

an Education Resilience and Learning Continuity Plan (ERLCP). ERCP advocates

implementing learner-centered flexible learning alternatives available in various modes

of delivery, such as face-to-face education, remote learning, and blended learning

(University of the Philippines - College of Education, 2020).

 Perceptions of Students in Online Distance Learning

This study was carried out in a real-world setting to ascertain and investigate

students' impressions of the use of alternative learning modalities in the brand-new

typical classroom environment in the context of general chemistry. The question of

whether the two modalities—synchronous and asynchronous—are more favorably

regarded by students as a more practical means of delivering teaching was another goal of

the study. The majority of the Grade 12 students questioned from a private medical

school in Dasmarinas showed increased interest in the asynchronous form of instruction,

according to this study. This result is in line with the way that students performed on 20-

item parallel tests that were given in both synchronous and asynchronous settings.

This study by Pinar (2021) is deemed important because it gives a summary of

how distance learning is happening in the most crucial arena of education, the classroom,

which can be used to gauge the health of one of the Philippine school systems that are

primarily impacted by the emergent shift from in-person classes to online learning. This

foundation serves as the basis for the study, which sought to understand how Grade 12

students perceived the use and efficacy of synchronous and asynchronous remote

learning. It offers pertinent knowledge, viewpoints, and student attitudes that are vital in

predicting how this country's recent and experimental phase of distant learning would

turn out.

According to the study by Avila et al. (2021), the first-year students in six

different programs thought distant learning was beneficial and essential for getting their

degrees, but they occasionally did not have access to the devices they would need for
online learning. They also believed that the online or remote learning offered by the

university branch is somewhat successful and that the university and the professors

teaching the relevant courses are fairly helpful in providing resources. When they are in

this type of learning environment, their instructors are understanding. Additionally, they

believed that online, distance and remote learning are somewhat enjoyable and boost

students' abilities when they begin their baccalaureate degrees. However, because they

are unfamiliar with this sort of learning to set, they feel a little overwhelmed. As a

consequence, it supports the findings of Syauqi, Munadi, and Triyono (2021) that

students should be able to participate in online education since it is a comparatively

successful learning environment, given the challenges that prevent them from enhancing

their knowledge transfer technique.

Motivation in Online Distance Learning

All first-year students were asked to rate their motivation for adopting educational

technologies during the COVID-19 Pandemic using the modified MSLQ instrument. As

per Avila et al. According to al., (2020), there is a range of learning approaches that are

employed, with five being the most common. It was discovered that all first-year students

at the Polytechnic University of the Philippines' Ragay, Camarines Sur Branch reported

often using instructional technology, with an average mean score of 3.77. (SD 0.64).

Additionally, the task value (4.10), control of learning beliefs (3.92), extrinsic motivation

(3.90), intrinsic motivation (3.70), and anxiety test all show that students are motivated to

utilize educational technology (3.67). As a result, despite the abrupt change from the

traditional classroom arrangement to online and remote learning, students frequently used

educational technologies since they were frequently encouraged to enroll in these

courses. The fact that their performance and self-efficacy are a little off is notable. To

enjoy and respect the distance and online learning, teachers should take into account a

variety of instructional methods in this learning environment.

Given that the respondents, or first-year students, recognized and valued the value

of educational technologies they used during online and distance learning, it is advised

that they be trained in using the programs, tools, and websites that their instructors will

adopt in their classes before the semester even starts. To guarantee the success of this

new system's application in the field, teachers should also receive training in it. They

should also receive training in how to help students who are experiencing burnout, poor

motivation, stress, and issues using technology. To enhance learning conditions in Higher

Education Institutions during the New Normal setup and guarantee quality graduates

from their college or university, school managers should also take into account the nature

of students' socioeconomic conditions to adapt to their demands.

In summary, based on the literature and studies mentioned above found that

learning biological concepts is a difficult subject that gives negative effects on the

students because of its abstract level of difficulties with overloaded curricula. As to the

methods and techniques of teachers to these new modes of learning that might show poor

teaching style, online distance learning results in many challenges and issues, and may

demotivate the students toward the subject leads leading students to memorization

resulting in poor understanding, thus the teachers should take some consideration to make

biological concepts teaching-learning effective during this time of the pandemic. Hence,

the researcher wants to identify the difficulties during this time of pandemic and
determine the levels of motivation among students by conducting a study on the role of

educational video clips in learning biological concepts through online distance learning.