SYNTHESIS OF THE STATE OF THE ART

The preceding reviewed related works of literature and studies explored the accompanying cases

and findings of a few researchers on which the current study is anchored. It establishes the similarities

and differences between the early explorers and the present one, which aids advocates in supporting their

topics. 

As it stands, several researchers and individuals agreed that utilizing qualitative research is

significant in addressing the lived experiences of teachers in handling with classroom management in E-

Learning. The subjective meanings, behaviors, and social circumstances of study participants, as they

understand them, are fundamental to excellent qualitative research (Fossey, et.al 2002).  According to

varied studies and literature, thematic analysis discoveries and processes include inductive coding,

defining invariant components, reducing constituents to categories, and grouping categories into themes.

Although the authors had different modus operandi, they agree with the thought that classroom

management plays a vital role in educational environments for both learners and educators which

effective and efficient instruction are observed (Doyle 1980, Stoughton 2007, McCormack 2001,

Bromfield 2006, Shin &Koh 2007), Kubali and Dedebali (2018). Researchers also defined classroom

management as teachers' efforts to create and maintain an environment that promotes students' academic

success as well as their social, emotional, and moral development. Furthermore, all the sources build on

the idea that classroom management does not order for order's sake, but order for the sake of learning.

Moreover, they also emphasized the key components of classroom management for effective teaching

namely; content management, behavior management, covenant management, classroom communication,

and student motivation. However, authors claimed that the high prevalence of classroom disciplinary

issues has a major influence on teaching and learning efficacy than fewer classroom discipline issues.

Other variables mentioned with regards to classroom management include the physical

environment of the classroom, routine management, and management of discipline. Each has an effect on
classroom management, particularly on the relationship between sequence, learning, and students’

achievement.

On the other hand, several pieces of literature and studies emphasized E-learning as a kind of

learning delivery that often takes the form of an online course, an online degree, or an online program

(Tamm 2020). The authors also established the implication of the use of gadgets such as smartphones,

laptops, and other such technologies which makes it easier for students and teachers to study more

conveniently, unlike traditional teaching methods using chalk and blackboards, online learning makes

studying convenient and allows you to access lessons from anywhere (Shete 2021). In addition, authors

provide factors to consider to achieve effective classroom management and these may include the proper

material usage, asking questions, feeling the importance of lessons, physical environment, laboratory

environment, a U-shaped seating plan, use of an interactive whiteboard, verbal warnings to correct

undesirable behaviors, trying to understand the causes of problems, giving responsibility, establishing eye

contact, proper punishments, interviewing parents, guiding teachers and sending students to principal’s

room.

Furthermore, relevant literature and studies emphasized the importance and benefits of distance

learning in various nations, and traditional modes of learning have a significant effect on academic

systems in undeveloped countries. Several researchers, however, claimed that online learning wasn't any

more exciting than traditional learning and that teachers provide much less of their teaching process in

person. It was discovered that there is an expanding need for instructional organizations to foster

curricular strategies and create them more receptive to students' learning needs outside of the traditional

settings.

Pieces of literature and studies mentioned the advantages of E-learning such as it enabling new

ways of learning, communication, collaboration, saving time and money, improving retention,

personalized learning, being cost-effective, and being environmentally friendly. They also demonstrate
problems encountered by the educators; these involve lack of social interaction, being inaccessible to

others, cheating being unavoidable, requiring self-motivation, and proper time management skills. Hence,

leading any of the different sorts of E-learning through the Internet implies penances somehow.

This study also gave emphasis on the different aspect of classroom management and it includes

managing the time, managing the instruction and managing the discipline inside the virtual classroom. It

was observed by various literature and studies that these aspects have brought challenges to teachers. It

was noticed that in, time management is not only difficult for students; it is also one of the most difficult

aspects of online distance learning for teachers (Prout 2021).As online education is constantly developing,

teachers will need to adapt efficient time management strategies.One of the most typical concerns in

classroom management in e-learning, as many studies reported, is in the discipline. 

Common misbehaviors were named as indifference to the course, not attending the course,

turning off the webcam, and slanging. Meanwhile, the most disruptive misbehaviors were making noise,

absenteeism, and distractibility (Baysal and Ocak 2021). On the contrary, several studies and literature

observed highlighted the practices of classroom management in the aspect of instruction, Maquiling

(2007) stressed that instructors undertake tasks such as verifying students' attendance, assignments, and

quizzes, keeping a well-lit classroom, maintaining orderliness and cleanliness in the classroom, and

following good classroom organization. Besides, Lestiyanawati, 2020 discovered the following teaching

challenges: instructors' inability to use technology, school facilities for supporting e-learning, difficulty in

explaining the curriculum, students' limitations in accessing the internet, students' economically

disadvantaged family background, and parents' support system. 

Coping strategies in the mentioned aspects of classroom management was also addressed in this

study. Varying studies and literature suggested countless coping strategies to minimize and overcome the

challenges in the management of time, instruction, and discipline particularly in E-Learning. Although it

is acknowledged that teachers must learn new time management skills when switching to online teaching
(Levitch&Milheim, 2003), there is little discussion on what strategies teachers might use to handle the

time demands of teaching online courses (Collis &Nijhuis, 2000). Furthermore, according to (Claessens,

Eerde, Rutte, & Roe, 2007), time management training helps instructors improve their time management

abilities, but it does not immediately and automatically assist performance improvement.  Altogether,

providing clear instructions, adding supplemental resources, setting up teaching hours, formation of rigid

class schedule, andsetting appropriate deadline are some of the established coping strategies praticed by

teachers with regards of the e-learning approach. Meanwhile in terms of Discipline, there are preceding

historic view of strategies in discipline and the contemporary way of coping this challenges. Some studies

and literature enunciated that using corporal punishment to maintain classroom discipline or punish

errors, instilling the dominant religion and language, separating students by gender, race, and social class,

and teaching different subjects to girls and boys are the identified historical strategies to mitigate

challenges in discipline. Teachers, on the other hand, have finally begun to grasp how to utilize positive

reinforcement to motivate children to learn. Notwithstanding these distinguished downsides, modest

works demonstrate various coping strategies to minimize the problems encountered by the teachers during

E-learning in the aspect of instruction which includes, provide good communication, use of appropriate

online platform, and employ instructional materials during before, during and after presentation.

The accompanying literature and studies serve as a comprehensive foundation and directory for the

researcher in completing the study. It also gives useful information regarding the study's purpose.