Chapter II

Review of Related Literature and Studies

This chapter prefers the related literature and studies that has done by
the previous researchers. The studies and literature of this research gives
us different ideas, generalization, and concepts. This will serve as a
guide to our chapter II and to the researchers that research similar to our
topic. The information included in this chapter helps the other
researchers in familiarizing the opposite research in the present.

Foreign Literature:
Ever-increasing national teaching standards and state licensing policies
(e.g. ISTE, NCATE) require teachers to know more about technology
integration and to use technology to improve student achievement.
While teacher training in technology is not new, it remains largely
unsuccessful (NCES, 2002a; Learning Quest, 2002). Teacher
preparation programs have been deemed the "weakest link" in preparing
teachers to use technology (Means, 2000). Preservice teachers are
largely ill-prepared to effectively use technology to increase student
achievement because teacher educators fail to model effective
technology integration practices in Preservice methods courses.
Evidence Based Inquiry provides teacher educators a framework that
enables them to analyze their own teaching and use technology to
identify, change and model effective teaching practices. Change in
teacher educator practice does not come about from imposed objectives,
but rather from a situational analysis of local practices.
https://www.learntechlib.org/noaccess/11197/
Before any discussion of distance learning, we need to look at the way
the term has been defined in the past and how it is currently defined in
the literature. The term can be used to describe any of a number of
instructional situations. Although it is thought of as a new term, distance
learning has been around for well over 100 years. One of the earlier
forms of distance learning was done through correspondence courses
started in Europe. This stayed the primary means of distance learning
until the middle of this century when instructional radio and television
became more popular (Imel, 1996). As technology has changed, so has
the definition of distance learning. Videotaped lectures have been a
standard in university and professional courses for the last two decades
(Moore & Lockee, 1998). Audiotapes and lessons sent through the mail
have been used in correspondence courses to teach subjects such as
foreign language for quite some time (Teaster & Blieszner, 1999).
Today, the Internet and compressed video have taken distance learning
in new directions, allowing distance learning to occur in real time. Live
video instruction is the most popular and fastest growing delivery mode
in the United States (Ostendorf, 1997).
https://www.westga.edu/~distance/ojdla/fall53/valentine53.html

Technology in secondary school is of great importance to students and

teachers. School management teams focus onensuring that learners have
access to computers during the high school years. The existence of the
internet has led toan increase in the drive to promote the availability of
computers to all high school scholars. For instance, wiring
theinstitutions and classrooms is a measure adopted to improve access to
quality education facilitated by internet use.Through technology, various
concepts related to learning can be shared easily. Integration of IT in
learning processrequires practical skills and access to technological tools
for teachers. Therefore, many academic institutions havesignificantly
invested in the purchase of equipment. The current study analyses
various literature focusing on theroles that technology has played on
high school education over the years. The critical area to focus on
includestechnology and interaction of teachers, students, benefits of the
technology, as well as possible drawbacks.Accordingly, integrating
online learning and teaching activities plays a crucial role in
accommodating student'sdiverse learning styles. In addition, such
strategies can assist leaner's to work before or after school, unlike
inconditions where only classroom learning occurs.
https://www.researchgate.net/publication/329924240_The_Impact_Te
chnology_Has_Had_on_High_School_Education_over_the_Years
The digital revolution has profoundly affected daily living, evident in the
ubiquity of mobile devices and the seamless integration of technology
into common tasks such as shopping, reading, and finding directions
(Anderson, 2016; Smith & Anderson, 2016; Zickuhr & Raine, 2014).
The use of computers, mobile devices, and the Internet is at its highest
level to date and expected to continue to increase as technology becomes
more accessible, particularly for users in developing countries
(Poushter, 2016). In addition, there is a growing number of people who
are smartphone dependent, relying solely on smartphones for Internet
access (Anderson & Horrigan, 2016) rather than more expensive devices
such as laptops and tablets. Greater access to and demand for technology
has presented unique opportunities and challenges for many industries,
some of which have thrived by effectively digitizing their operations and
services (e.g., finance, media) and others that have struggled to keep up
with the pace of technological innovation (e.g., education, healthcare)
(Gandhi, Khanna, & Ramaswamy, 2016).
https://educationaltechnologyjournal.springeropen.com/articles/10.11
86/s41239-017-0063-0
This paper presents a case study of students' awareness, experiences and
perceptions of research in a ‘new’ university in the UK. The findings are
based on a questionnaire of almost 200 students and five small group
interviews. Many of the students participating in this research perceived
clear benefits to their learning from staff research, including being
taught by enthusiastic staff, enhanced staff credibility, and the reflected
glory of being taught by well‐known researchers. However, they also
perceived disadvantages, particularly with regard to staff availability,
and did not believe that staff research should take priority over their
needs as learners. They recognised that their awareness of the nature of
research and the development of research skills increased most when
they were actively involved in undertaking research projects. Several
students also perceived benefits for future employment from their
participation in research activities. The questionnaire has been used by
several other universities around the world to benchmark their practices.
https://www.tandfonline.com/doi/abs/10.1080/14703291003718968

Local Literature:
Across the world the digital era has proven to transform most education
processes and systems. Yet along with this new development a challenge
has been how most developing countries including Tanzania can benefit
from the digital era while avoiding its downsides in education systems.
Through the integrative literature review, the article draws on the recent
increasing use of digital technologies among education systems in
developing countries. While understanding the infrastructural and
resource challenges in the region, the paper seeks to address the
knowledge gap related to the digital technology in education by pointing
out both the problematic areas and the promising approaches to be
adapted in the efforts to harness advantages of digital technology in
education processes. It is recommended in this paper that the decision to
either use a particular strategy in addressing the technology gap or not,
needs to be done carefully so that a particular technology for use is not
blindly adopted, rather guided by research evidence that demonstrates
productive and counter-productive approaches to technology in use.
https://link.springer.com/article/10.1007/s10639-018-9778-3

Many developing countries are investing in large-scale initiatives to

deploy information and communications technology in schools.
However, merely equipping schools with hardware and software does
not guarantee that the technology is used effectively to improve learning
outcomes. This study aims to identify factors that influence the use of
technology in schools in a developing-country context. It investigates
this through a multiple-case study of the Australian AID tablet computer
programme in the Philippines, in which 1000 tablets were given to nine
public schools for student use. Focusing specifically on the impact at a
whole-school level, the study revealed factors affecting outcomes that
were specific to a developing-country context, as well as confirming the
relevance of more general factors identified in the literature. The study
also brings to light tablet-specific benefits and issues in this context.
These results have implications for the effective school-level
implementation of technology programmes in developing countries.
Recommendations that proceed from these are presented for policy-
makers and school administrators looking to use these devices in
schools.
https://www.tandfonline.com/doi/abs/10.1080/1475939X.2019.1572535
The world is transforming with lightning speed since digital technology
has really taken off. And as technology advances, so does its use in
education.
These days, classrooms and learning practices are a world away from
those our grandparents knew. Tools such as mobile learning, cloud
computing or gamification are enhancing the learning experience in a
dynamic and accessible way. The future of educational technology is
being led by Asia. Data introduced by TechCrunch shows that the
APAC region is expected to represent 54% of the global EdTech market
by 2020.
At WorldRemit, we recognise just how passionate our customers are
about education, and rightly so! In fact, in our research of January 2019,
we found out that remittances help more than 3.5 million students
around the world to go to school. And as Filipino students approached a
new school year, we couldn't stay behind!
And so we’d like to share some interesting EdTech insights with you, as
well as some of the latest e-learning trends in the Philippines in
particular.
https://www.worldremit.com/en/stories/story/2019/06/12/education-
philppines

The modern technology has a lot of help to the business world and it
gives much information and helps to secure the confidentiality of
information of each company. However, the advantage of using modern
technology to the Philippines is very much in need, not only to those
companies that are associated with the latest technologies but also to
those small businesses that need also this modern technology. This kind
of modern technology needs in the operation of the business to flow
regularly and delivery the product or item at the exact time. Modern
technology is important to the business operation no matter how big or
small business you have. The technology we have right now has tangible
and intangible benefits that can make money and helps the company to
be known and helps the customers demand.
It is important that the latest and updates technology is already used in
the Philippines companies. It gives so much information on every
business and entrepreneur. The latest web trends and technologies and
the unique work of art that provides to Filipino people can give an
amazing feeling and satisfaction because of the modern technology
that connects the culture and tradition of the Philippines.
https://lookupgrade.com/en/blog/english-the-importance-of-modern-
technology-in-the-philippines-companies/

This study examined work samples and reflections of 223 elementary

and secondary preservice teachers in a graduate teacher education
program.  The 5-year study addressed two questions: (a) To what extent
did preservice teachers integrate technology into their instructional
planning? (b) To what extent did K-12 students use technologies as a
result of preservice teachers’ instructional designs? In addition to
addressing these questions, the data from 344 preservice teacher work
samples and 151 preservice teacher reflections were examined through
the lens of the National Educational Technology Standards and
Performance Indicators for Teachers  (ISTE, 2000) and National
Educational Technology Standards for Students: The Next
Generation (ISTE, 2007). Findings indicated 85% of preservice teachers
integrated technology skills and knowledge in instructional practice with
their K-12 students. Approximately 50% of the work samples and
reflections documented K-12 students’ use of technology in the areas of
creativity and innovation, communication and collaboration, and
research and information fluency. There is little evidence that K-12
students used technology to support critical thinking, problem solving,
and decision-making.
https://citejournal.org/volume-8/issue-4-08/social-studies/using-
technology-as-a-tool-for-learning-and-developing-21st-century-
citizenship-skills-an-examination-of-the-nets-and-technology-use-by-
preservice-teachers-with-their-k-12-students/

Foreign Studies:
The study explored student readiness for online learning in the Northeast
of Thailand, using the Unified Theory of Acceptance and Use of
Technology (UTAUT). The survey also explored students’ self-
regulation, computing devices ownership, and level of familiarity with
education-related technologies. The responses imply that students have a
slightly positive perception toward e-learning. They use mobile
technologies extensively, and have experience using social media; but
are unfamiliar with other collaborative e-learning tools. A discussion
includes recommendations for cultural context and the design of e-
learning in Thailand.
In Thailand, like many developing countries, e-learning and Information
Communication Technology (ICT) have become an important part of a
national effort to improve public education. On one hand, Thai educators
hope that e-learning will provide a pathway to education for students
who are unable to access higher education; on the other, it is a necessary
enhancement for the country to become more competitive among the
ASEAN neighbors (Khaopa, 2012; Saowapon, Laohajaratsaeng,
Thammajinda, & Singharajwarapan, 2001). Currently, 31 higher
education institutions in Thailand have learning management systems,
23 of which are public institutions (Rueangprathum, Philuek, &
Fung, 2009). The Thai government has supported such efforts by
providing funding for infrastructure projects. For example, the Thai
government has established Internet services for all schools and
postsecondary institutions (SchoolNet and UniNet) and developed an e-
learning portal called Thailand Cyber University (Saekow &
Samson, 2011; Saengpassa, 2013.
https://educationaltechnologyjournal.springeropen.com/articles/10.11
86/s41239-016-0034-x

Many universities offer Distance Education (DE) courses and

programs to address the diverse educational needs of students
and to stay current with advancing technology. Some Institutions
of Higher Education (IHE) that do not offer DE find it difficult to
navigate through the steps that are needed to provide such
courses and programs. Investigating learners’ perceptions,
attitudes and willingness to try DE can provide guidance and
recommendations for IHEs that are considering expanding use of
DE formats. A survey was distributed to undergraduate students
in Portugal, UAE and Ukraine. The results of this pilot study
showed that in all three countries, students’ major concerns about
such programs were time management, motivation, and English
language skills. Although students were somewhat apprehensive
many indicated they were interested in taking DE courses. Six
recommendations informed by interpretation of students’
responses and the literature, are offered to assist institutions who
want to offer DE as part of their educational strategy.
https://educationaltechnologyjournal.springeropen.com/articles/10.11
86/s41239-020-00194-2

The COVID-19 pandemic has affected education, and teacher

education in particular, in various ways. As a result of the
closure of universities and schools, teachers and students had
to rapidly adapt to remote teaching. Teacher education is no
exception. The need to create learning environments for
student teachers doing their teacher education preparation
implied decisions, choices and adaptations in order to meet
not only the expectations of students but also the
requirements of teacher education as well as the conditions in
which both universities and schools had to operate (Flores and
Gago 2020).

The rapid, unexpected and ‘forced’ transition from face-to-face

to remote teaching has entailed a number of challenges and
constraints but also opportunities that need to be examined.
Existing literature points to an ‘emergency remote teaching’
(Bozkurt and Sharma 2020, i) or 'emergency eLearning’
(Murphy 2020, 492) and to difficulties associated with poor
online teaching infrastructure, inexperience of teachers, the
information gap (i.e., limited information and resources to all
students) and the complex environment at home (Zhang et
al. 2020). In addition, lack of mentoring and support (Judd et
al. 2020) and issues related to teachers’ competencies in the
use of digital instructional formats (Huber and Helm 2020)
have also been identified.

As far as teacher education is concerned, descriptions of how

institutions and stakeholders adapted to the new scenario
created by COVID-19 pandemic (Bao 2020; Flores and
Gago 2020; Quezada, Talbot, and Quezada-Parker 2020; Zhang
et al. 2020) as well as training strategies and experiences of
innovation (Ferdig et al. 2020) have been reported. While
accounts of how higher education institutions and teacher
educators responded to the transition from face-to-face to
online teaching are relevant, more needs to be done in this
regard. For informed and productive online teaching and
learning it is important to learn more about its potential and
use. As such, it is essential to go beyond emergency online
practices and develop quality online teaching and learning that
result from careful instructional design and planning (Hodges
et al. 2020). Focusing on how the current context has forced
many teacher education programmes to adapt to an online
format may provide a broad understanding of adopted
practices, yet it is necessary to ensure that these practices are
effective. This is, therefore, a crucial moment to synthesise the
work that has been done on the topic to inform future
practices. This period of change entails the necessity to
provide an evidence-based perspective on what works and
does not work but, most importantly, to understand the
characteristics, the processes, the outcomes and the
implications of online practices. Thus, this paper provides a
review of the literature on online teaching and learning
practices in teacher education.

https://www.tandfonline.com/doi/full/10.1080/02619768.202
0.1821184

The ubiquity of information technology has been influencing

almost all aspects of our lives: the way we work, interact with
others, process data into information, analyze and share
information, entertain ourselves, and enjoy tourism. E-
evolution or e-revolution (Palvia, 2013) has witnessed e-mails,
e-commerce, e-government, and now e-education. E-
education or online education is changing the way we
approach teaching and learning. Changes in education
delivery models have been rapid and transformational. As
institutions worldwide adapt to these changes, a very dynamic
education landscape has generated immense interest among
researchers, educators, administrators, policymakers,
publishers, and businesses. Instead of “correspondence”
courses that started in England in the mid-nineteenth century
and involved sending of hard copy documents that were
subject to long time delays, e-education facilitates
asynchronous as well as synchronous education delivery
methods along with access to online discussion boards, chat
rooms, and video conferencing. Today’s “online” or “blended”
learning started in the 1990s with the advent of the Internet
and World Wide Web and reaches individuals in remote
locations, or who want the convenience of eliminating travel
time.

https://www.tandfonline.com/doi/full/10.1080/1097198X.201
8.1542262

Many developing countries are investing in large-scale

initiatives to deploy information and communications
technology in schools. However, merely equipping schools
with hardware and software does not guarantee that the
technology is used effectively to improve learning outcomes.
This study aims to identify factors that influence the use of
technology in schools in a developing-country context. It
investigates this through a multiple-case study of the
Australian AID tablet computer programme in the Philippines,
in which 1000 tablets were given to nine public schools for
student use. Focusing specifically on the impact at a whole-
school level, the study revealed factors affecting outcomes
that were specific to a developing-country context, as well as
confirming the relevance of more general factors identified in
the literature. The study also brings to light tablet-specific
benefits and issues in this context. These results have
implications for the effective school-level implementation of
technology programmes in developing countries.
Recommendations that proceed from these are presented for
policy-makers and school administrators looking to use these
devices in schools.

https://www.tandfonline.com/doi/abs/10.1080/1475939X.201
9.1572535

Local Studies:
Rapid advances in information and communications technology (ICT)
have brought about significant changes in the field of distance education
(DE) since the mid-1990s. These are encapsulated in the shift by many
DE institutions from print-based to online delivery using virtual learning
environments (VLEs) and various Web technologies. This has so altered
the organisation, practices, and cultures of DE (Abrioux, 2001; Bennett,
Agostinho, Lockyer & Harper, 2009; Cleveland-Innes, 2010) that DE
scholars have characterised it as a generational shift (see, for example,
Taylor, 2001).
At the University of the Philippines – Open University (UPOU), a
single-mode DE institution in the Philippines, the term “open and
distance e-learning” (ODeL) has been coined to refer to the new mode of
online or Web-based DE. More specifically, ODeL refers to “forms of
education provision that use contemporary technologies to enable varied
combinations of synchronous and asynchronous communication among
learners and educators who are physically separated from one another
for part or all of the educational experience" (Alfonso, 2012, n.p.).
ODeL expands the term “open and distance learning” or ODL to include
use of e-learning or online learning methodologies to enable multiple
forms of interaction and dialogue that can bridge the distance between
teachers and learners (Anderson, 2008c; Calvert, 2005; Garrison, 2009)
and provide access to a vast array of interactive and multimedia learning
resources that can be used to design learning environments for learners
in diverse circumstances (Bates, 2008; Haughey, Evans & Murphy,
2008; Tait, 2010). Using online portals and VLEs further enables DE
institutions to support both independent learning and collaborative
learning through “increasingly complex pedagogical structures”
(Haughey et al., 2008, p. 15).
http://www.irrodl.org/index.php/irrodl/article/view/1913/3651

COVID-19 has become a global health crisis. As of October 6,

2020, almost 36 million people have been infected and over one
million have died. In the Philippines, this translates into almost
325,000 infected and 6,000 deaths (Worldometer, 2020). To curb
the spread of COVID-19, most governments have opted to employ
quarantine protocols and temporarily shut down their educational
institutions. As a consequence, more than a billion learners have
been affected worldwide. Among this number are over 28 million
Filipino learners across academic levels who have to stay at home
and comply with the Philippine government’s quarantine
measures (UNESCO, 2020).
To respond to the needs of learners, especially of the 3.5 million
tertiary-level students enrolled in approximately 2,400 HEIs,
certain HEIs in the country have implemented proactive policies
for the continuance of education despite the closure. These
policies include modified forms of online learning that aim to
facilitate student learning activities. Online learning might be in
terms of synchronous, real-time lectures and time-based
outcomes assessments, or asynchronous, delayed-time activities,
like pre-recorded video lectures and time-independent
assessments (Oztok et al., 2013). Case in point are top universities
in the country, viz., De La Salle University (DLSU), Ateneo de
Manila University (ADMU), the University of Santo Tomas (UST),
and the state-run University of the Philippines, Diliman (UPD).
https://www.frontiersin.org/articles/10.3389/feduc.2020.5763
71/full
The coronavirus disease 2019 (COVID-19) pandemic disrupted
undergraduate medical education worldwide. During the early
part of 2020, when little was known about the disease and no
effective treatment or vaccine was available, medical schools in
different countries had to suspend classroom teaching and
remove students from their clinical placements [1]. These drastic
measures intended to ensure safety of learners and educators [2],
curb viral transmission in higher education institutions and
hospitals [3], conserve personal protective equipment for
essential staff [4], and reduce the teaching load of physicians
deployed at the pandemic’s frontlines [5]. To sustain medical
education, it became necessary for medical schools to pivot to
online learning—also called e-learning, web-based learning, or
internet-based learning [6, 7]—as their primary means of
curriculum delivery. In a short span of time, medical educators
had to adapt and innovate, designing online learning experiences
to substitute for lost hours that would have been spent in the
classroom [8], laboratory [9], or patient’s bedside [10].

https://link.springer.com/article/10.1007/s40670-021-01231-z

This study was undertaken in order to seek what the impact of e-learning
is on the skills and attitudes of the students.
Pearson product moment correlation was used in order to give meaning
to the data gathered from 50 respondents, male and female, from
different programs and year levels in the College of ITE.
Findings showed that the correlation between the number of friends and
study habits on the female respondents is –0.82664. There was also a
weak negative correlation between e-learning approach to lesson
realization for both male and female respondents. Female has -0.59063
while male has –0.75388. The result implied that though the students
liked e-learning it meant that it was not the only factor that made the
students realize the lesson fast.
E-learning played a part in the development of skills of the students
specially when it comes to realization and application. The application
was actually not a part of e-learning module most of the time for it was
only the lesson simulation that was normally included, therefore formal
application which mattered to the students was still being performed by
the teachers. In accordance with the evaluation and correlation result,
realization came after the application.
The general conclusion was that e-learning effect was minimal on some
factors, represented as weak negative association to little or no
association. This showed that performance of the students as far as
attitude is concerned was considered with slight association to the factor
that some students do not like long reading when using the computer.

https://ejournals.ph/article.php?id=9080

This thesis study examines the factors influencing teachers’ use

of e-learning to teach math. The study aims to identify those
variables that have a significant correlation with the use of e-
learning. The purpose of the study is to help improve schools’
current and future implementation of e-learning by understanding
and addressing the factors that have a significant correlation with
the use of e-learning.
For this study, the definition of e-learning is any teaching and
learning process that uses computer-network-based technologies
and digital learning materials. There were three stages of
investigation: the first was on the use or non-use of e-learning, the
second was on the usage level of e-learning, and the third was on
the impact of e-learning on students. The study on the usage level
has three parts: usage frequency, usage duration, and the total
usage level. The study of the impact of e-learning covers five
aspects: students’ attention in class, classroom participation,
scores on math quizzes, overall math grades, and math scores on
the standardized National Achievement Test.
The study focused on the population of math teachers in public
secondary schools in Makati City, Philippines. The selected
population is in a location that has the highest per capita income
in the country, and where the local government allocates the
highest financial resources per student to support education.
The study reviewed prior research on the factors that influence
the use of e-learning and the impact of e-learning on the students.
The study considered these factors, identified in prior research, in
the selection of which variables to investigate.
The study investigated the correlation of selected demographic
and psychographic variables that may influence the use of e-
learning by the math teachers. The study assessed the correlation
of selected change management components that may have
affected the use of e-learning. It evaluated the impact of e-
learning on students based on the assessment of the teachers
who are using e-learning to teach math.

https://dash.harvard.edu/handle/1/42659224