REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents literature and studies related to the study after a thorough and
comprehensive search done by the researchers. The chapter also includes the synthesis which provides
critical analysis to fully understand the influence of the literature to the study. The main purpose of this
chapter is to report on original text and ideas to make information available for other scholars,
professionals and researchers.

RELATED LITERATURE

Programming
A programming language is a means of communication with software. This refers to the thoughts
and ideas turned into actions and behaviors and are put in a computer. Programmers or developers use
programming language to create and drive webpages, applications and their behavior towards other users
(Cox, 2020).

The web design process uses Hypertext Markup Language (HTML), Cascading Style Sheets
(CSS), and JavaScript which are web technologies and programming languages. HTML is for web page
documenting and creating basic structures of web design. CSS is for layout and adding graphic design for
the automated production of elements in different browsers. JavaScript (JS) is for adding interactivity and
behavior to web pages (Robbins, 2012, pp.11-12).

Hypertext Markup Language (HTML) is the standard markup language for creating Web pages. It
is used to add basic content like text, images, and buttons. All content will go in between two HTML tags,
and those tags will specify what the content is. HTML code is usually saved in a file with a .html
extension. Cascading Style Sheets (CSS) is a style sheet language used to describe the presentation of a
document written in a markup language. CSS code is saved in a file with a .css extension. The two
languages together make up the visual part of the web page. JavaScript (JS), on the other hand, is an
object-oriented scripting language used to create interactive effects within web browsers. It is responsible
for anything that has to do with animation, movement, or sending and receiving external information. JS
code is usually saved in a file with a .js extension (Scheer, 2019).

Online Platforming
 An example of an online platform for communications is Discord. Discord is an all-in-voice and
text chat used mainly by online gamers. It is free, secure and works for personal computers and mobile. It
can also support video-conferencing and can be used for meetings, discussions or casual conversations
(Gramblin, 2020).

Another example of an online platform used in distance learning by students and teachers alike is
Google Classroom. Google Classroom is a free tool where teachers can share assignments and class
materials such as notes, modules and videos so that students and their parents can still have access to
these resources wherever they may be. Google classroom also has a grading feature where teachers can
view their students’ work, grade it and give them feedback (Scarborough, 2019).

Gradebook is a free companion tool made specifically for Google Classroom that gives teachers a
way to record, monitor, and manage their students’ grades. One of the best aspects of Gradebook is that it
is organized in a way that teachers are able to see their students’ progress because of the running averages
that are displayed for each one, making it easier to identify those students who are struggling or those
who have not turned in their classwork. It is a great way to communicate with students through feedback
and the grading system is also customizable (McDonald, 2020).

Furthermore, another platform combining the functions of these two platforms is Microsoft
Teams. MS Teams is a platform created by Microsoft hence if the user had been using Microsoft for a
while, navigating through MS teams will be an easy task. However, unlike the other online platforms
stated above, MS Teams offer their own price and plan and although there is an option for you to use it
for free wherein you get all the primary features. The paid version of MS Teams gets full support,
security and compliance tools for admins (Duffy & Martinez, 2019)

RELATED STUDIES

Programming

As mobile devices progress and become more in demand, the need for apps arise. With this,
teachers are inspired not only to use mobile devices to educate in a whole different format to their
students but to come up with new platforms to meet the needs of effective education and interests of
technology-interested students. However, delivering an educational user-interface app is challenging
because there are no established platforms for mobile and each mobile operating system provides their
own unique development tools (Hyunh & Ghimire, 2015)

In another study, learning mobile app design using web-based visual tools showed positive results
for motivating non-programmers to learn programming. Also, with the help of expressing and sharing
ideas with each other, they were able to create simple yet useful utility and learning applications. It also
shows how effective learning-by-doing education is when it comes to programming (Hsu & Ching, 2013).

Online platforming

On the topic of online learning, a study showed that integrating online applications to provide
effective distance learning can deliver courses just as effectively as in-class learning. The students’
performance and learning were not compromised by taking the course through an online format and even
found additional benefits of convenience and flexibility (Perumalla, Mak, Kee & Matthews, 2011).

Online learning provides potential possibilities to unlock up new markets for higher education
systems. Many learners enjoy flexibility when they have to balance work, study, and family obligations.
The broad range of diverse technological progressions used by universities' online programs may enhance
learners' and instructors' intercommunication and students at large (Bell & Fedeman, 2013).

An online learning experience provides a potential environment that provides effective learning
through the growth of teaching, participation and critical thinking. Each other’s participation in the
context has a role that can be interchangeable and interactive (Sun & Chen, 2016).

SYNTHESIS

Developing an application using the HTML, CSS and JavaScript languages requires hard work
and time. Robbins (2012) and Scheer (2019) defined HTML as a basic web language used for
documenting and adding text and images, CSS as a style sheet language for adding graphic or visual
content, and JavaScript as a complex language for the interactivity and dynamics of a web page. The
researchers expect to focus on learning and practicing these languages for a certain period of time.

The researchers took inspiration in making this study from the online platforms they use and how
efficient they can be for the ongoing pandemic through distance learning. According to Gramblin (2020),
Discord can be used for video-conferencing, and text and voice chat. According to Scarborough (2019)
and McDonald (2020), Google Classroom, on the other hand, is a distance learning platform where
teachers can share lessons, give tasks to students and grade. Duffy & Martinez (2019) implied that
Microsoft Teams has a combination of the two platforms but offers limited features and needs pricing. All
of these have great potential for educating and learning. The researchers thought to create a unique
interface with a hybrid of features of all of these platforms, having video, audio, and text communications
together with the ability to create a virtual classroom.

According to Hyunh & Ghimire (2015), creating an educational user-interface app is challenging
because there are no established platforms for mobile. The researchers thought to use the HTML, CSS
and JavaScript languages to provide flexibility in programming languages between platforms.

In the programming process, having effective communication is important to provide successful

outputs especially when creating an online educational application that is in demand. The study by Hsu
and Ching (2013) showed that it was successful but only created simple outputs. The researchers
determined that creating a dynamic yet easy to understand application system would be a problem of the
study.

Creating the application should also help satisfy the needs of students through online learning.
From the findings of the studies of Perumalla et al (2011) and Bell & Federman (2013), the researchers
think that developing the application in a way that is easy to understand will certainly give more
flexibility and convenience to students and educators.

The researchers find that creating a web application that is intended for online learning needs to
have a unique interface that is easy to understand to satisfy the needs and wants of educators and students
in their online class experience. Creating the application should also take effort and time efficiently in
learning the languages and the coding itself.

REFERENCES

Bell, B. S., & Federman, J. E. (2013). E-learning in postsecondary education. The Future of Children,
23(1), 165-185. Cornell University, School of Industrial and Labor Relations.
http://digitalcommons.ilr.cornell.edu/articles/928.
Cox, L. (2020). Web Design 101: How HTML, CSS, and JavaScript Work. HubSpot.
https://blog.hubspot.com/marketing/web-design-html-css-javascript.

Duffy, J & Martinez, J. (2019). Microsoft Teams. PCMag Asia. https://sea.pcmag.com/microsoft-

teams/14520/microsoft-teams.

Gramblin, A. (2020). Is Discord a Good Solution for Group Video Conferencing? Move on over Zoom,
or…?. Medium. https://medium.com/the-innovation/is-discord-a-good-solution-for-group-video-
conferencing-e8b6a1d6fa02.

Hsu, Y. & Ching, Y. (2013). Mobile App Design for Teaching and Learning: Educators’ Experiences in
an Online Graduate Course. http://www.irrodl.org/index.php/irrodl/article/view/1542/2635.

Huynh, M., & Ghimire, P. (2015). Learning by doing: How to develop a cross-platform web app. Journal
of Information Technology Education: Innovations in Practice, 14, 145-169.
http://www.jite.org/documents/Vol14/JITEv14IIPp145-169Huynh1842.pdf.

McDonald, L. (2020). What is Gradebook in Google Classroom?. TeachHUB.

https://www.teachhub.com/classroom-management/2020/04/what-is-gradebook-in-google-
classroom.

Robbins, J.N. (2012). Learning web design: A beginner's guide to HTML, CSS, JavaScript, and web
graphics. O’Reilly Media Inc.
https://books.google.com.ph/books/about/Learning_Web_Design.html?
id=uN7kAT9FidcC&redir_esc=y.
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Perumalla, C., Mak, J., Kee, N., & Matthews, S. (2011). Integrating web applications to provide an
effective distance online learning environment for students. Procedia Computer Science.
https://www.sciencedirect.com/science/article/pii/S1877050910005028.

Scarborough, C. (2019). Technology in the Classroom: A Look at Google Classroom. TeachHUB.

https://www.teachhub.com/technology-in-the-classroom/2019/10/technology-in-the-classroom-a-
look-at-google-classroom.
Scheer, B. (2019). Build Your First Web App—How to Get Started from Scratch. Medium.
https://medium.com/javascript-in-plain-english/build-your-first-web-app-how-to-get-started-
from-scratch-f6ffa1507250

Sun, A., & Chen, X. (2016). Online education and its effective practice: A research review. Journal of
Information Technology Education: Research, 15, 157-190.
http://www.informingscience.org/Publications/3502.
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