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Chapter 1

INTRODUCTION

Background

The influence of information and communications technology (ICT) on the teaching

and learning process appears to be more significant and calls for more than just a focus

on curriculum. It has been noted that the outcomes for students have improved in the

areas of motivation, enjoying learning, self-esteem, information and communication

technology skills, collaborative abilities; subject knowledge; information management

skills; and meta-cognitive skills. Although students and teachers at European higher

education institutions appear to be making increasingly extensive use of the new

technologies available, organizational designs are moving rather slowly. Several studies

have shown that the absence of a strategy addressing organizational change leads to a

weak influence of the use of information and communications technology (ICT) on

students' performance (Ben Youssef & Dahmani, 2008).

Learning often occurs in a classroom setting and via face-to-face encounters with

teachers. However, when typhoons, floods, disasters, and other events occur, what can

teachers do to ensure that learning is not compromised? Singapore, Taiwan, Hong Kong,

Japan, and other Asian nations have enhanced their technology skills by providing

excellent instructions. Web-based learning refers to the sort of education that employs

the Internet as a means of delivering instruction to carry out various learning tasks.

Depending on the needs and requirements of the curriculum, it can take the form of

purely online learning, in which the curriculum and learning are implemented online
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without an instructor and student interaction, or a hybrid, in which the instructor meets

the students half the time online and half the time in the classroom—incorporating Web-

based learning into a curriculum that becomes a full-fledged course or as a complement

to traditional courses is possible (Francisco & Barcelona, 2020).