Review Of Related Literature

According to (Gopez J. 2021) "He suggested that secondary Schools must adhere to

health protocols nad national and international guidelines so that the delivery of face to face

class will not risk students and uducator's health , with this proper propose that even in higher

education, a well planned execution of face to face classes must be done, thus, the gradual

reopening of face to face classes becomes a necessity in order to gain a sense of normally in

the middle of pandemic

As we slowly make our way in the new normal toward recovery from the drastic

impacts of the pandemic, there is one important lesson that school must keep: the way to go is

to embrace innovation while it is uncertain wether we would ever have to weather another

global epidemic as large in scale as the COVID-19 pandemic in the future l, it is best to be

prepared. for schools they can do this by cultivating an innovative mindset and by going out

of their way to support student and teachers alive (Bisnar M. 2022).

According to (Yu S.2019), The purpose of this study was to research the effects of

online discussion of face-to-face classroom participation and academic achievement for 18

puvlich high school students ina senior English Class. The teacher used a variety of data

collecting including surveys , test scores, journal, reflections and the teacher observation to

study the effects of this technological tool, The results showed that online intervention

increased student’s rate of participation and comfort level in F2F discussions , but it did not

produce any qualtitavely measured increase in academic achievement the implications is that,

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while online discussions has some benefits further research os required to better understand

its effect on academic achievement.

This study aims to explore and compare the approach and avoidance factorsin

motivating in students to study using three different learning methods: face to face learning,

online learning , and hybrid learning (Design/Methodologya/Approach).This Research usesh-

indepth online interviews to gain insights from students. Purpose sampling was applied to

recruit 33 informants from two factors (Istijanto et.al 2019).

According to (Dahlan A. 2018) , Participants in the control group received

programme conducted by the staff of the institution. The programme is in ad-hoc programme,

comprising mainly of recreational and social types of activities aimed at occupying the

residents time. Participants in the experimental group received lifestyle redesign programme

(i.e 3lp) for six months conducted by occupational therapist. The programme was inspired by

a successful lifestyle redesign programme was; the lifestyle matters programme

The 3lp used and applied various theories in ageing, theory in occupational therapy ,

research , health promotion and education and involves engagement in various individualised,

meaningful and valued activities such as recreational, leisure, social related activities ,

education and work related activities. Each participants in the experimental groups received 2

hours of groups session and 1 hour individual sessions before and during participants in the

programme; The group sessions consisted eight inter-related themes that focused on the

importance and benefits of engagement in activities from a health perspective while the

individual sessions focused on issues related to engagement in the selected activities.

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 According to (Mclaugh T. 2023) , This mixed-method study explores international

undergraduate perception of social engagement with American peers at a US university

comparing online to face-to-face environment. It adresses gaps in research social engagement

of international undergraduates and on employing participants-generated visual approaches to

investigation. Discriptive Statistics from survey data showed that, while international students

reported greater satisfaction frequency , and comfort in engaging with american peers in face-

to-face interaction as highly as Americans did nor as lowly for online environments,

thematically analyzed qualitative data from photo-elicitation interviews prempted seven

themes( disconnectedness, loneliness/homesickness, discourse expectations, building

friendships, diversity and intercultural issues, anxieties, conflict) illuminating the awareness

in attitudes among international undergraduates toward social engagement. Results suggest

possible distinctions between international students based on region as a potential area of

future study.

Traditional face-to-face classes are offered at nearly every postsecondaryschool,

but may require more funding on a day-to-day basis than online classes, forbuilding

maintenance and required staffing needs. Face-to-face classes are also limited by size, which

allows for communication amongclassmates and personalized attention to questions during

instructional time. Face to face or traditional classes offer opportunities for students to engage

in interpersonal relationships with peers. Students also have access to these on campus peers

when struggling in a class, and can converse about their struggles with school. Brick and

mortar classes offer students opportunities to grow with their cohorts and participate in

campus activities together. Students look around and see familiar faces and engene in

conversation with one another before the instructor begin class. Students engene one another

from the minute they come together in a classroom, which in unable to happen in the online

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classes. Instructors can also more easily assess understanding of concepts in face to face

settings through informal measures than in an online forum. Students are also in campus to

access resource needed for success. Writing centers, tutoring, study groups, libraries, and a

sense of community all exist on campuses where they are noneexistent online (Bejerano L.

2020).

Preparing for the opening of the school year 2020-2021, the Department of Education

met with the IATF and drafted The Basic Education Learning Continuity Plan of the

Department of Education (DepEd). One of its guidelines calls for the adoption of various

learning delivery options such as, but not limited to face-toface, blended learning, distance

learning, and homeschooling. Other modes of delivery shall be implemented

depending on the local COVID Risk Severity Classification and compliance with

minimum health standards. Conduct of curricular and co-curricular activities involving

gatherings such as science fairs, a showcase of portfolios, trade fairs, school sports, campus

journalism, the festival of talents, job fairs, and other similar activities are canceled, except

those conducted online. The Department of Education Secretary

Leonor Briones further stated that “given the anticipated disruptions in the face-to-

face holding of classes, and the need for social distancing, distance learning will be a major

component of learning delivery for the incoming school year”. “I similarly acknowledge the

fears and apprehensions of our learners, parents, and

teachers, that we might not be ready for distance learning, with issues about access to

online platforms and the availability of gadgets. I assure everyone that we are working

double-time to ready our system, at the central and field units, to deliver accessible and

quality distance education (Manuel C. et al., 2023).

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 According to (Amora A. et al., 2023) "Schools are one of the most affected aspects of

human life due to coronavirus disease-2019 (COVID-19) pandemic. Since the rise and threat

of the pandemic, many countries around the world have decided to temporarily close schools

that have affected millions of students. Consequently, students who are mostly children have

been facing a learning crisis due to the pandemic. After more than two years of forced

campus shutdowns due to the COVID-19 pandemic, public elementary and high schools

returned to the traditional five days of face-to-face classes a week starting Wednesday,

November 2. This was based on the first order that Vice President Sara Duterte issued as

concurrent education secretary. She made the order through the Department of Education

(DepEd) Order 34, s. 2022, containing the calendar of activities for school year 2022-2023,

and which was made public on July 2.With the shifting of classes from online or modular

classes to full face-to-face class due to the pandemic. Head teachers and school heads faces

new challenges in the implementation of the new classes scheme. As the students, teachers

also reported various challenges during the pilot run. In particular, teachers expressed

concern about the “limited time to accommodate all learning concerns by learners.” Some

teachers also reported that they have limited teaching and learning resources. Teachers, raised

concerns on the “unreadiness of learners in face-to-face learning.” They also experienced

challenges in paying attention to learners in face-to-face. Just like the students, teachers also

reported difficulty in hearing the learners due to face masks and face shields. Teachers also

observed learning gaps in reading and writing and separation anxiety of Kindergarten and

Grade 1 pupils from their parents. Behavioral issues, were also observed by the teachers

among the learners “since they did not come to school for almost two years.”In Davao region,

same issues were observed by some school heads relating to the behaviors of the students.

Therefore, this study aims to know the different challenges of the head teachers in the

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implementation of full face-to-face classes relating to management and handling of students,

stakeholder, parents and teachers."

According to (Yuan Q. 2022) "In the process of classroom teaching, teachers hope to

understand students’ emotional changes and learning status in real time, adjust the course

progress in time, and ensure that students can grasp the content taught in a timely and

comprehensive manner. According to Mehrabian, 55% of emotional information is expressed

through facial expressions. Therefore, facial expression recognition can determine students’

emotional state and provide timely feedback to the teacher, so that the teacher can judge the

current classroom students’ emotional change in real time, make a timely course adjustment,

activate the classroom atmosphere, mobilize students’ learning enthusiasm, and improve the

overall classroom learning efficiency. In traditional classrooms, the number of students is

large and the teacher needs to control the teaching pace, so it is difficult to pay attention to

each student’s emotional state and make corresponding adjustments to feedback during the

classroom teaching process, which makes students unable to adjust their state in a time when

they are depressed, thus reducing their enthusiasm for learning, and affecting teaching

efficiency, which is undoubtedly half the effort. The traditional classroom evaluation

methods, such as postclass conversations and questionnaires, are too delayed and cannot help

teachers make timely adjustments. Therefore, how to provide teachers with timely and

effective feedback on students’ emotional states in class has become an urgent problem in

classroom teaching. This paper constructs an algorithmic model for classroom emotion

recognition with the help of artificial intelligence, which has positive significance for

technology to focus on students’ classroom emotions and improve the quality of classroom

teaching."

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 In this context the goal of this article is to study how digital learning can be an

educational format focused on sustainable education, being the research questions. Higher

education and sustainable are now widely recognized as closely related concepts. In today's

culture, higher education, in addition to its two traditional responsibilities of research and

teaching responsibilities of research and teaching, has a responsibility and a crucial role to

play in reshaping education for sustainability. The education systems of countries in the

COVID-19 era generated a new pedagogy that demanden the inclusion of digital platforms in

the teaching process for a better understanding. Several studies have already demonstrated

that active student integration with technologies has a numerous benefits: it integrates

problem solving approaches that motives students, improve their collaborative skills, train

self-study skills, and embrace the diversity of s student population in addition to promoting

sustainable practices (Sousa M. et al., 2022).

(Angeles , Augusto , Flores , De Gracia)