CHAPTER I Literature Review

Since the COVID-19 pandemic began, the world changed radically, schools closed
their doors and searched for a method to continue with classes for students of all
levels, solving using social networks to continue with education. That is why, we are
looking for the positive and negative reasons for the implementation of these
applications in education, with emphasis on virtual applications for the English
language degree at University level. It is vital to research this subject of study, which
began to be employed without prior understanding of educational virtual applications,
many teachers and students were uncertain about the new method that was
implemented from one moment to the next since they all learned to use them
efficiently after two years of quarantine.

To find these benefits or losses through online classes, this research focuses
on each point that develops during the investigation. These online classes can be
defined as the use of technologies, better known as digital devices, which
comprehend all types of electronic elements capable of accessing the Internet.

Because of the gadgets' and Internet's accessibility, it has been possible to

maintain a certain degree of stability in education around the world. In a broader
sense, online learning can also be described as a learning methodology that can be
achieved electronically (Bowers & Kumar, 2015). Anyone with a digital device and
Internet connectivity, as well as the appropriate applications and updates to connect
to online classes, can use this method. Some researchers have defined online
learning as the deployment of technology for a diverse mode of education and the
enhancement of learning patterns in higher education institutes (Hyman, Moser, &
Segala, 2014). So, at the university level, the virtual modality has been used to
deliver the classes necessary to advance the training of young people, but during
this emergency, distance learning has caused advantages and disadvantages that
no one has noticed because it had not been implemented in education previously.
This opens up new horizons and new teaching methods, which could complement
the traditional study model.
1.1 Teaching Emergency Remote because of COVID-19

When the time came for changing classes into a mode where students would be able
to stay at home and still attend to their studies.

In the early stages of the COVID-19 pandemic, the teaching method used was
known as online teaching, which is described as learning experiences in multiple
communication situations using devices with internet connection (for example,
smartphones, laptops, etc.), the students within these settings do not depend on any
particular place for learning and interacting with the instructor (Dhawan,2020).
However, It was referred to as online classes with no real understanding of how it
worked, until a better definition was found for this type of teaching that came out
through covid-19. The teaching method applied for teaching during this health
emergency was eventually defined as emergency remote teaching (ERT).This
definition was more appropriate to the method employed as it reflected the urgency,
lack of experience and inadequate knowledge and preparation found in the virtual
classrooms (Brereton, 2021).

Brereton also emphasizes a huge distinction between ERT and online teaching,
which is the approach taken in the classroom. While in online teaching, lessons are
delivered specifically focused on a digital environment, ERT simply attempts to adapt
lessons that were implemented in a face-to-face environment to an online
method(2021). (Es posible extender esto, diferencias entre Online learning y ERT)

1.2 Implementation of digital devices for the ERT

Throughout the years, the development of electronic devices has made possible
their inclusion in different activities of daily life, not least their use in learning
environments. Devices such as computers and mobile phones have been used for
online learning for many years with many favorable results, but their implementation
was abruptly accelerated in the last two years of the pandemic. (Mkpojiogu &
Hussain, 2021)
While digital devices had been gradually becoming useful for daily life, there was a
more complete and complex link to education in this pandemic. Many students
acquired these devices in various models, from smartphones to laptops, paying for
good internet and paying daily for mobile internet data or renting mobile data plans
for internet access easily. The use of electronic devices, specifically referring to
electronic devices, increased exponentially for teaching due to their low cost and
ease of use compared to other devices such as desktop computers. At the same
time, mobile applications developed for learning were gaining relevance, as were
online video conferencing services.

E-learning and educative apps support

Shifts from traditional to remote emergency teaching

Students adjusting to remote emergency teaching

Advantages and disadvantages of remote emergency teaching

English language learning through remote emergency teaching

De manera general lo que observo aquí es que estás tomando únicamente ERT y
no abordar mucho ONLINE LEARNING, el cual creo tmb debe de usarse en el
trabajo.

Bdiwi, R., de Runz, C., Faiz, S., & Cherif, A. A. (2019). Smart learning
environment: Teacher’s role in assessing classroom attention. Research in
Learning Technology, 27. https://doi.org/10.25304/rlt.v27.2072

Bond, M., Bedenlier, S., Marín, V. I., & Händel, M. (2021). Emergency remote
teaching in higher education: Mapping the first global online semester.
International Journal of Educational Technology in Higher Education, 18(1).
https://doi.org/10.1186/s41239-021-00282-x
Dhawan, S. (2020). Online learning: A panacea in the time of covid-19 crisis.
Journal of Educational Technology Systems, 49(1), 5–22.
https://doi.org/10.1177/0047239520934018

Lim, F. V., & Toh, W. (2022). Considerations on the curation of educational

apps for digital play and learning. Contemporary Educational Technology,
14(3). https://doi.org/10.30935/cedtech/11809

Mkpojiogu, E. O. C., Hussain, A., & Agbudu, M. O. (2021). Security issues in

the use of mobile educational apps: A Review. International Journal of
Interactive Mobile Technologies (IJIM), 15(06), 124.
https://doi.org/10.3991/ijim.v15i06.20631

Torras Virgili, M. E. (2021). Emergency remote teaching: Las Tic aplicadas a la

Educación Durante El Confinamiento por covid-19. Innoeduca. International
Journal of Technology and Educational Innovation, 7(1), 122–136.
https://doi.org/10.24310/innoeduca.2021.v7i1.9079

Visser-Wijnveen, G. J., van der Rijst, R. M., & van Driel, J. H. (2015). A
questionnaire to capture students’ perceptions of research integration in their
courses. Higher Education, 71(4), 473–488. https://doi.org/10.1007/s10734-
015-9918-2

Weidlich, J., & Kalz, M. (2021). Exploring predictors of instructional resilience

during emergency remote teaching in higher education. International Journal of
Educational Technology in Higher Education, 18(1).
https://doi.org/10.1186/s41239-021-00278-7

Alshamrani, M. S. (2019). An Investigation of the Advantages and

Disadvantages of Online Education (p. 149) [Thesis An Investigation of
the Advantages and Disadvantages of Online Education].
http://orapp.aut.ac.nz/bitstream/handle/10292/12479/AlshamraniMS.pd
f?sequence=5&isAllowed=y