The Effects of Online Learning on Communication in The

Students During Covid-19 Pandemic

A Research Study
Presented to the Faculty of Senior
High School Department
STI College
Ormoc City

In Partial fulfillment of
the Requirements for the Course
Practical Research 2

Researchers:
John Michael P. Fiel
Brianna Louise A. Field
Izza Jhoy G. Ugbamin
Gia Ringor
 TABLE OF CONTENTS
TITLE PAGE
TABLE OF CONTENTS
LIST OF TABLES
LIST OF PROBLEM
INTRODUCTION
CHAPTER 1
I. THE PROBLEM AND ITS BACKGROUND
Statement of the Problem
Theoretical Framework
Assumptions
Hypothesis
Significance of the Study
Scope and Limitations
Definition of key terms
General Organization and
Coverage of the Study
CHAPTER 2
I. REVIEW OF RELATED LITERATURE
Related Readings
Related Literature
Related Studies
Justification of the Present Study
CHAPTER 3
I. RESEARCH METHODOLOGY
Research Design
Determination of Sample size
Sampling Design and Technique
The Subjects
The Research Instruments
Validation of the Instrument
Data Gathering Procedure
Data Processing Method
Statistical Treatment
CHAPTER 4
PRESENTATIONS, ANALYSIS AND INTERPRETATION
Presentation, Analysis and Interpretation of
Grade 11 Students Response on The Effects of Online Learning on
Communication in The Students During Covid-19 Pandemic
CHAPTER 5
SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
Summary of Findings
Conclusions
Recommendations
BIBLIOGRAPHY
 CHAPTER I: PROBLEM/RATIONAL AND BACKGROUND
Effective communication with students in online classes should be a

priority for instructors as it not only contributes to retention but also provides

a sense of community that is important to the student. The goal of online

communication is the same as that of face-to-face communication: building

links; share information; be heard and be understood. When and how you

communicate with your students helps foster a sense of community in your

online classes, which helps them feel connected to you and their colleagues.

The conversation in an online environment requires a little more thought and

planning than the one that occurs in the classroom, due mainly to the absence

of body language. Developing timely, relevant, and useful communication for

the students is not always a simple task.

Try to use as few words as possible. Online students are

bombarded with information that consists mostly of text, so the last thing they

want is to read yet another long message. Your message should be concise and

clear, leaving no room for varying interpretations. If you want your students to

know that the deadline for a test has been extended, for example, your

message should speak only about that. Reread your text to make sure it

sounds the way you want it to sound. Check the tone of the communication

and check for clarity and completeness in the text. You want your messages to

be professional and enjoyable, and for your students to know that you receive
their questions well. As your students are learning from a distance, it is

important that they receive consistent feedback on their progress in online

classes. If a student asks a question about a task, it is interesting that you first

offer a personal answer to that question, and then if you feel the question is

important to the rest of the class, introduce it to everyone. Ask your students

what they think adds another personal touch to your communication, which

helps them to create a bond. People like to give their opinion, make them feel

important and part of something, at the same time, this feedback is of great

value to help improve the content of your course in the future. Another detail to

think about: Do your students need to have the information now? If the answer

is yes, you should ensure that the method used to send this message is one

that reaches everyone immediately, such as a text message via SMS or

WhatsApp. You should also post an ad in your online classes to serve as a

permanent record of what specific information has been given. Also, to get

attention, use capital letters in bold and include “IMPORTANT” in the subject

line or title of the notification. To communicate effectively with your students

online you need to think outside the text box. Not all people like to interact

using the same methods, so you must be prepared to use different types of

channels to communicate. The ways that instructors communicate in their

online classes should reflect the diversity of their students.

There are many tools available to help increase the effectiveness of

your communication and connection with students. You can start by using the

communication tools included in your LMS to quickly get in touch with

students, but it is no secret that your online classes become more engaging

with more innovative communication methods. Technologies such as email,

social networks, chats, and video chat applications like Skype and Google

Hangout have made communication between instructor and students more

timely, efficient, productive, and satisfying for both parties. Determine by what

means you will communicate with your students, such as email, text

messages, podcasts, video messages, video conferencing, or even phone calls.

Statement of the Problem/Objectives

It is important that you decide how you will contact your students so that

when the time comes, it is easy to choose the right method for contacting them.

It is also equally important that you tell your students what methods you plan

to use to contact them, so that they know where to look for your messages. You

can assign a space in the home of your course to leave general

announcements. Use email or text messages if you want to send a warning to a

particular student and video or voice messages for notifications that are for

everyone. The good old notepad is also invaluable in providing students with

timely feedback on their progress in the course. When you will communicate.

For routine notices, it is best to plan for how often they will be passed on to the

class. Will it be bi-weekly, weekly, or once a day? It is up to you to define when

you want to make relevant ads about your online classes. You can choose, for

example, to make weekly announcements, comment on activities related to last

week’s classes, or to clarify a learning concept. How your students should

communicate. Do you prefer to be contacted by text, email or phone? Whatever

your preferred method, be sure to communicate clearly so your students know

how to get in touch with you. It is also a good idea to go through more than one

option in case one fails.

Determining what communication methods, you are going to use is

important for your students to know how you will get in touch with them and

how they can communicate with you. Another tip is to create a space where

students can connect and communicate with each other, such as a Facebook

group, a Slack account, or any other platform of the kind.If you are hosting

your courses on Coursify.me, you can rely on the Student Area chat to promote

interaction among your students and answer questions. A support group is one

of the most important things for effective learning. It gives your students the

opportunity to ask questions, get feedback and share their big and small wins.

In these groups people will want to interact with you and this is a great way to

show your knowledge, help, create a relationship, and build student loyalty.

The COVID-19 has resulted in schools shut all across the world. Globally, over

1.2 billion children are out of the classroom.

As a result, education has changed dramatically, with the

distinctive rise of e-learning, whereby teaching is undertaken remotely and on

digital platforms.
Research suggests that online learning has been shown to increase retention of

information, and take less time, meaning the changes coronavirus have caused

might be here to stay.

While countries are at different points in their COVID-19 infection rates,

worldwide there are currently more than 1.2 billion children in 186 countries

affected by school closures due to the pandemic. In Denmark, children up to

the age of 11 are returning to nurseries and schools after initially closing on 12

March, but in South Korea students are responding to roll calls from their

teachers online. With this sudden shift away from the classroom in many parts

of the globe, some are wondering whether the adoption of online learning will

continue to persist post-pandemic, and how such a shift would impact the

worldwide education market. Even before COVID-19, there was already high

growth and adoption in education technology, with global EdTech investments

reaching US$18.66 billion in 2019 and the overall market for online education

projected to reach $350 Billion by 2025. Whether it is language apps, virtual

tutoring, video conferencing tools, or online learning software, there has been a

significant surge in usage since COVID-19. In response to significant demand,

many online learning platforms are offering free access to their services,

including platforms like BYJU’S, a Bangalore-based educational technology

and online tutoring firm founded in 2011, which is now the world’s most highly

valued edtech company. Since announcing free live classes on its Think and

Learn app, BYJU’s has seen a 200% increase in the number of new students

using its product, according to Mrinal Mohit, the company's Chief Operating
Officer. Tencent classroom, meanwhile, has been used extensively since mid-

February after the Chinese government instructed a quarter of a billion full-

time students to resume their studies through online platforms. This resulted

in the largest “online movement” in the history of education with approximately

730,000, or 81% of K-12 students, attending classes via the Tencent K-12

Online School in Wuhan. Other companies are bolstering capabilities to provide

a one-stop shop for teachers and students. For example, Lark, a Singapore-

based collaboration suite initially developed by Byte Dance as an internal tool

to meet its own exponential growth, began offering teachers and students

unlimited video conferencing time, auto-translation capabilities, real-time co-

editing of project work, and smart calendar scheduling, amongst other

features. To do so quickly and in a time of crisis, Lark ramped up its global

server infrastructure and engineering capabilities to ensure reliable

connectivity. Alibaba’s distance learning solution, Ding Talk, had to prepare for

a similar influx: “To support large-scale remote work, the platform tapped

Alibaba Cloud to deploy more than 100,000 new cloud servers in just two

hours last month – setting a new record for rapid capacity expansion,”

according to Ding Talk CEO, Chen Hang. Some school districts are forming

unique partnerships, like the one between The Los Angeles Unified School

District and PBS SoCal/KCET to offer local educational broadcasts, with

separate channels focused on different ages, and a range of digital options.

Media organizations such as the BBC are also powering virtual learning;

Bitesize Daily, launched on 20 April, is offering 14 weeks of curriculum-based

learning for kids across the UK with celebrities like Manchester City footballer

Sergio Aguero teaching some of the content. While some believe that the

unplanned and rapid move to online learning – with no training, insufficient

bandwidth, and little preparation – will result in a poor user experience that is

unconducive to sustained growth, others believe that a new hybrid model of

education will emerge, with significant benefits. “I believe that the integration of

information technology in education will be further accelerated and that online

education will eventually become an integral component of school education, “

says Wang Tao, Vice President of Tencent Cloud and Vice President of Tencent

Education.

Null Hypothesis

There have already been successful transitions amongst many universities. For

example, Zhejiang University managed to get more than 5,000 courses online

just two weeks into the transition using “Ding Talk ZJU”. The Imperial College

London started offering a course on the science of coronavirus, which is now

the most enrolled class launched in 2020 on Coursera. Many are already

touting the benefits: Dr Amjad, a Professor at The University of Jordan who has

been using Lark to teach his students says, “It has changed the way of

teaching. It enables me to reach out to my students more efficiently and

effectively through chat groups, video meetings, voting and also document

sharing, especially during this pandemic. My students also find it is easier to

communicate on Lark. I will stick to Lark even after coronavirus, I believe

traditional offline learning and e-learning can go hand by hand." There are,

however, challenges to overcome. Some students without reliable internet

access and/or technology struggle to participate in digital learning; this gap is

seen across countries and between income brackets within countries. For

example, whilst 95% of students in Switzerland, Norway, and Austria have a

computer to use for their schoolwork, only 34% in Indonesia do, according to

OECD data.

In the US, there is a significant gap between those from privileged

and disadvantaged backgrounds: whilst virtually all 15-year-olds from a

privileged background said they had a computer to work on, nearly 25% of

those from disadvantaged backgrounds did not. While some schools and

governments have been providing digital equipment to students in need, such

as in New South Wales, Australia, many are still concerned that the pandemic

will widen the digital divide. For those who do have access to the right

technology, there is evidence that learning online can be more effective in

several ways. Some research shows that on average, students retain 25-60%

more material when learning online compared to only 8-10% in a classroom.

This is mostly due to the students being able to learn faster online; e-learning

requires 40-60% less time to learn than in a traditional classroom setting

because students can learn at their own pace, going back and re-reading,
skipping, or accelerating through concepts as they choose. Nevertheless, the

effectiveness of online learning varies amongst age groups. The consensus on

children, especially younger ones, is that a structured environment is required,

because kids are more easily distracted. To get the full benefit of online

learning, there needs to be a concerted effort to provide this structure and go

beyond replicating a physical class/lecture through video capabilities, instead,

using a range of collaboration tools and engagement methods that promote

“inclusion, personalization and intelligence”, according to Dowson Tong, Senior

Executive Vice President of Tencent and President of its Cloud and Smart

Industries Group. Since studies have shown that children extensively use their

senses to learn, making learning fun and effective through use of technology is

crucial, according to BYJU's Mrinal Mohit. “Over a period, we have observed

that clever integration of games has demonstrated higher engagement and

increased motivation towards learning especially among younger students,

making them truly fall in love with learning”, he says. It is clear that this

pandemic has utterly disrupted an education system that many asserts was

already losing its relevance. In his book, 21 Lessons for the 21st Century,

scholar Yuval Noah Harari outlines how schools continue to focus on

traditional academic skills and rote learning, rather than on skills such as

critical thinking and adaptability, which will be more important for success in

the future. Could the move to online learning be the catalyst to create a new,

more effective method of educating students? While some worry that the hasty

nature of the transition online may have hindered this goal, others plan to
make e-learning part of their ‘new normal’ after experiencing the benefits first-

hand. Major world events are often an inflection point for rapid innovation – a

clear example is the rise of e-commerce post-SARS. While we have yet to see

whether this will apply to e-learning post-COVID-19, it is one of the few sectors

where investment has not dried up. What has been made clear through this

pandemic is the importance of disseminating knowledge across borders,

companies, and all parts of society. If online learning technology can play a role

here, it is incumbent upon all of us to explore its full potential.

Theoretical/Conceptual Framework

Learning
Experience

Social Cognitive
Presence Presence

Teaching
Presence

RESEARH QUESTION:

The researcher aims to determine the following question:

1. What are the key factors for making an online course effective? (for the

teacher)

2. Regarding the use of technology in education, are there any technologies you

feel excited about? (for the teacher)

3. How do you ensure the quality of online courses? (for the teacher)

4. What skills do they currently possess? (for the student)

5. What is their preferred learning environment? (for the student)

6. Do they have any negative past eLearning experiences? (for the student)

7. Do they have the time to actively participate?

8. Are they comfortable with eLearning? (for the student)

9. Do they view the eLearning course as a learning opportunity? (for the

student)

10. What personal obstacles might stand in the way of eLearning? (for the

student)

RESEARCH OBJECTIVE:

1. To identify proper ways of sharing information

2. To determine the different factors that could help student to be comfortable

of eLearning.

3. To identify the importance of their skills.

4. To determine their preferred learning environment.

5. To determine the different factors for making an online course effective.

Significance of the Study

Nowadays, it becomes easy for students to learn the bulk of things,

it’s all thanks to the internet. While students face an obstacle in
traditional education, then online classes will help them to learn
something new and gain knowledge. Even the students from the
boarding schools can take this benefit. E-learning is the effective
way for students to study. Online learning has many advantages
that help students to learn. Online education has seen rapid
progress in recent times. Online classes will students when they are
unable to go to take face to face classes. Through online classes,
students can get the same quality of education sitting in their
homes. Education may have numerous purposes, and online
classes help to fulfil them. Online education can be a recognized
education as it offers new opportunities for traditional learning.
Online classes are convenient and flexible. Without going outside,
students can learn each subject through online classes, even sitting
at home. Online classes save the time and money of travelling.
Online classes offer the flexible schedule that permits students to
study at their own convenience. Students can gain knowledge only
by watching the videos of any subjects at any time. Through online
classes, each student can gain an education. When the students
are not able to go outside due to some serious reasons, then they
can easily study from the online classes. In such kind of cases,
online classes help to eliminate the barriers and borders, and
students can easily gain knowledge, even sitting at home. Online
classes offer high-quality education to students at their own place.
Online learning is a great solution for students to study effectively.
In every field, it is essential to keep up with changing trends.
Whether it is the educational field or any other field, changes are
required everywhere. In today’s world, each person wants digital
life. The online classes can help students to learn things visually,
and because of this, they can easily remember the things that they
have learnt. It means through online classes; students learn in
more effective ways. Online classes are more beneficial than
traditional education in some manner. In traditional education,
students have a limited syllabus, whereas, in online education,
students have a vast choice of the syllabus. Through online classes,
students can learn more things out of their syllabus, which become
very useful for their future. Online platforms provide unlimited
paths, and online education has a wide range of choices. Students
can study anything that they want to study at any level. From
learning a new language to build a website, students can learn each
and everything from online classes. Online classes permit students
to learn anything or whatever they want. When students have their
own choice, they can learn more efficiently. Through online classes,
students can learn the subject in which they are interested. In
online classes, students have numerous choices so that they can
choose anything of their choice. Online classes are available at a
lower cost. Through online learning, students can learn the same
thing as in the face to face course but at a low cost. Most of the
online courses are free, and some are paid but only have a little
amount of annual fee. After paying the annual fees, it permits
students to access every single course accessible on that platform.
Traditional education is also important for students, but as
compare to this, online classes are more cost-efficient. Through
online classes, students can learn at their own swiftness, and being
able to learn your own swiftness is a delight in itself. Each and
every student learns at a different swiftness and understands
things differently. Online classes are generally open year-round and
permit the students to learn at their own swiftness. This means that
students can go through a video 5 to 10 times if they require to
learn the concept, or they can skip if they are familiar with the
concept. Online learning also improves the technical skills of
students. The most of the online courses need the development of
new computer skills because of this; students can learn to handle
different learning management systems and programs.

Scope and Limitation of the Study

The term ‘distance education’ has traditionally been used to refer to
education in which teachers and learners are separated by time and
space. As technologies used for distance education have become
more learner-centred, providing learners with more control over
their learning, the term has also come to imply this process. This
paper deals with the status of distance education in India and the
scope and limitations of IT applications in enhancing the teaching
and learning processes in Indian distance education. The author
discusses certain key strategies to promote the use of information
technology in distance education and the paper concludes with
policy recommendations for overcoming the constraints to IT
adoption. Educators readily agree that computers may constitute an
important aid to teaching. There is less unanimity, however, as to
how computers can best be employed. Neglecting such matters,
three main functions can be distinguished in the practical
application of computers: (a) as administrator, (b) as tester, and (c)
as teacher. Online learning has completely changed the scenery of
both academic education and corporate training. In this article, I’ll
share a complete list of advantages and possible limitations of
online learning so that you can make sure that you know both the
benefits and the drawbacks of this truly fascinating learning
method. It is convenient. This is obviously the greatest benefit of
online learning; if you own a computer and have an internet
connection, it doesn’t matter in which part of the world you are.
Learners can access information from anywhere, anytime.
Furthermore, distance is no longer a barrier to learning, whether
academic or professional. Especially for corporate training, the
ability to reach an unlimited number of employees quickly and
regardless of their location has greatly benefited organizations all
around the globe. It is flexible. It is simple, really; learning becomes
easier when aligned with one’s learning needs and preferences.
Online learning allows learners to study at their own pace, whether
they are students, busy adults, or employees. Assignment due dates
aside, your audience is given the freedom to personally build their
own learning schedule and choose where and when to learn.
Speaking of “where”, mobile learning offers your audience the ability
to keep up with their learning wherever they are, at home, on a bus,
in the park, as long as they have a mobile device with them. It's cost
effective. Especially regarding corporate training, the cost
effectiveness of online learning is quite impressive; no more travel
and accommodation expenses for trainers and employees, reusable
online content, budget cuts on training materials. Especially if your
company has an online training budget, online learning is the ideal
training option for you. It can be tailored to different needs.
Different people learn in different ways, and online learning does
everything in its power to ensure that all learning needs are met.
Instructional Designers and eLearning professionals create online
courses that address almost all learning behaviors and
accommodate all learning preferences. With online learning it
doesn’t matter whether your learners are visual, acoustic, or
kinesthetic; there is a very wide variety of learning methods and
tools that can be used to support learning while meeting all needs.
It's immediate. Not only learners are able to begin their online
learning immediately, but they are also able to see immediate
results; whether self-paced or instructor-led, online learning
provides a variety of ways to offer constructive feedback to the
audience. Furthermore, online learning allows for immediate access
to additional online resources, which is always a bonus. It's
unrestricted. With online learning location is no longer a barrier;
neither are culture and nationality. Translating and customizing
your online courses to address different cultures in various
languages makes possible for your eLearning content to travel all
around the world and reach the widest possible audience. This is
particularly effective for your online training program, as you can
use the same training material for your globally distributed
workforce and ensure that all of your employees are aligned with
your company’s brand, values, and vision.

Today’s online learning is better than yesterday’s; and online

learning of tomorrow will be better than today’s. Multimedia,
gamification, interactivity, constantly improved technology in
general, provide a wide variety of applications and tools that not
only update online learning, but also they make it more effective.
The best part? You know that once you update your eLearning
course, your audience will have immediate access to the updated
version as soon as they click a mouse button. If eLearning, however,
is not based on solid instructional design theories and models it
may lead to the following limitations: It may be a "solo" act. It is
true that, although online learning might be convenient and
flexible, it is also a solo act. It will not be easy for all of your
learners to feel comfortable when participating in online discussions
and engaging more actively with their online instructors or their
virtual classmates. Furthermore, some people absolutely need
personal contact with their educators or trainers in order to learn
successfully. Constructive feedback can be very effective, but if not
given properly or in time, it might also be limited. In addition, some
types of learning problems may be difficult to be addressed online,
and some questions can be lost in a sea of requests and inquiries.
This sometimes makes learners feel they lack support and
reassurance. It may be impersonal. No matter how hard we try to
fully transfer human communication to online platforms, no matter
how natural it seems to form relationships behind computer
screens, a virtual environment is just not human. Nothing can
replace human contact. Too much time spent in front of a computer
screen may be harmful. Being constantly online is the new reality,
but the truth is that using a computer or a tablet all the time can
cause poor vision, strain injuries, and other physical problems.
Consider sending guidelines about right sitting posture, desk
height, etc. along with your eLearning course; it might be very
useful to your audience. It requires self-discipline. If your eLearning
audience lacks self-discipline, it is unlikely that they will be
motivated to self study. Traditional learning and training have the
benefit of easily tracking both progress and falling behind; this
works for many learners as well, as some people prefer their
progress to be closely monitored in order to perform. Possible lack
of control. No matter how carefully you design your eLearning
course, there is no guarantee that your messages will get across.
You offer your learners control over their eLearning experience and
this is great, but are they going to use it effectively? There is always
the risk of your learners just going through the material without
paying any attention. If your eLearning content is not built to make
the most of the medium it will easily become disengaging.
Furthermore, unless you know exactly what you’re doing with new
technologies, it is very likely that you overwhelm or distract your
audience. Creating effective online learning courses requires
knowledge, time, experience, talent, commitment, great
communication skills, and a true passion for learning. Have you got
all that? If the answer is yes, then be sure that the advantages of
your online training, outweigh its limitations.

Now that you know all the advantages and possible

limitations of online learning, you may be interested in learning the
pros and cons of blended learning. Read the article Blended
Learning Advantages And Disadvantages In Corporate Training to
take a closer look at the advantages and disadvantages of blended
training.

Definition of Key Terms

The following main terms are presented, discussed and defined in

relation to each other for integration of online education systems:
• Online Education, E-learning, Online Education Systems,
Integrated Online Education

Systems, and Standards Specifications

• Content Creation Tools, Authoring Tools, Assessment Tools,

Learning Content

Management Systems, and Learning Objects

• Learning Management System, Learning Platform, Virtual

Learning Environment, and

Learning Service Provider

• Student Management System, Enterprise Resource Planning

System, Human Resource

Information System, Knowledge Management System, and

Competency Management

System

• Accounting System

Online Education

There are many terms for online education. Some of them are:
virtual education, Internet based education, web-based education,
and education via computer-mediated communication.

The Web-edu project uses a definition of online education that is

based on Desmond Keegan's (1988) definition of distance education.
Hence, online education is characterized by:
• the separation of teachers and learners which distinguishes it
from face-to-face

education

• the influence of an educational organization which distinguishes it

from self-study and private tutoring

• the use of a computer network to present or distribute some

educational content

• the provision of two-way communication via a computer network

so that students may benefit from communication with each other,
teachers, and staff.

E-learning

E-learning is here defined as interactive learning in which the

learning content is available online and provides automatic
feedback to the student’s learning activities. Online communication
with real people may or may not be included, but the focus of e-
learning is usually more on the learning content than on
communication between learners and tutors.
 CHAPTER II. REVIEW OF REATED LITERATURE

Review of Related Legal Basis

The Internet has made online learning possible, and many

educators and researchers are interested in online learning courses
to enhance and improve the student learning outcomes while
battling the shortage in resources, facilities and equipment
particularly in higher education institution. Online learning has
become popular because of its potential for providing more flexible
access to content and instruction at any time, from any place. It is
imperative that the researchers consider, and examine the efficacy
of online learning in educating students. For this study, the
researchers reviewed literature through meta-analysis as the
method of research concerning the use of ADDIE (Analysis, Design,
Development, Implementation and Evaluation) framework for
designing and developing instructional materials that can provide
wider access to quality higher education. This framework can be
used to list generic processes that instructional designers and
training developers use (Morrison et al., 2010). It represents a
descriptive guideline for building effective training and performance
support tools in five phases, as follows: 1.) Analysis, 2.) Design, 3.)
Development, 4.) Implementation, and 5.) Evaluation. The
researchers collected papers relating to online learning courses
efficacy studies to provide a synthesis of scientifically rigorous
knowledge in online learning courses, the researchers searched on
ERIC (Education Resources Information Center), ProQuest
databases, PubMed, Crossref, Scribd EBSCO, and Scopus. The
researchers also conducted a manual search using Google Scholar.
Based on the analysis, three main themes developed: 1.)
comparison of online learning and traditional face-to-face setting,
2.) identification of important factors of online learning delivery, and
3.) factors of institutional adoption of online learning. Based on the
results obtained 50 articles. The researchers examine each paper
and found 30 articles that met the efficacy of online learning
courses through having well-planned, well-designed courses and
programs for higher education institution. Also, it highlights the
importance of instructional design and the active role of institutions
play in providing support structures for educators and students.
Identification of different processes and activities in designing and
developing an Online Learning Courses for Higher Education
Institution will be the second phase of this study for which the
researchers will consider using the theoretical aspect of the ADDIE
framework.

Review of Related Literature

In higher education, e-learning is gaining more and more impact,

especially in the format of blended learning, and this new kind of
traditional teaching and learning can be practiced in many ways.
Several studies have compared faceto-face teaching to online
learning and/or blended learning in order to try to define which of
the formats provides, e.g., the highest learning outcome, creates the
most satisfied students or has the highest rate of course
completion. However, these studies often show that teaching and
learning are influenced by more than teaching format alone. Many
factors play significant roles, and this literature review will look
further into some of them. The review has a special interest in
professional bachelor education and teacher training, and it
focusses on factors that influence learning experiences in e-
learning, online learning and blended learning. Thus, the research
question of the review is as follows: Which factors are found to
influence e-learning and blended learning in relation to learning
outcome, student satisfaction and engagement in collaboration in
higher education and particularly in professional education? The
findings from the research papers included in the review show that
among the many factors some seem to dominate more: educator
presence in online settings, interactions between students, teachers
and content, and designed connections between online and offline
activities as well as between campus-related and practice-related
activities. The article thus points in the direction of some significant
factors, but it also discusses and questions the relevance of
research focusing on comparisons between individual formats of e-
learning, online learning, blended learning or "traditional" faceto-
face teaching and learning. Teaching and learning are complex and
are influenced by more than just the teaching format. The review is
based on systematic database searches conducted in January
2017, and it includes 44 peer reviewed articles and papers
published between 2014 and 2017.

In the literature reviewed, a great number of studies have

aimed at determining whether computer-mediated education in the
form of e-learning, blended learning or hybrid learning is better
than traditional face-to-face teaching in relation to, for instance,
learning outcome and student satisfaction. Researchers, educators
and educational decision makers alike are eager to find out which
format leads to the best results for their students and the
educational institutions. However, as we shall see below,
comparative studies of educational formats show different results,
which might indicate that factors other than the format alone
influence learning outcome, satisfaction, student retention et
cetera. In this review of the literature on e-learning, we present and
discuss definitions of e-learning, hybrid learning and blended
learning, and we review the literature comparing different online
teaching formats with traditional on-campus/face-to-face teaching.
With this point of departure, we explore which factors affect
students’ learning experiences in different online formats in higher
education, with particular emphasis on professional education and
teacher training. The review serves to show that some factors are
more prominent than others, and these factors, including spaces,
learning community and student identity, course design and the
educator’s role, are further discussed.

Related of Related Studies (Local and Foreign)

Several studies (e.g., Bernard et al., 2014; Chigeza and Halbert,

2014; González-Gómez et al., 2016; Israel, 2015; Northey et al.,
2015; Ryan et al., 2016; Southard, Meddaug and Harris, 2015) have
compared F2F teaching to online learning and/or blended learning
in order to try to define which of the formats provides, e.g., the
highest learning outcome, creates the most satisfied students or
has the highest rate of course completion. In the following, we make
an introductory review of recent comparative studies of the three
formats mentioned. The main focus will be on summing up the
results developed by these studies and discussing some of the
limitations said to accrue to comparative studies of teaching
formats. In the literature reviewed, it is often shown that teaching
and learning are influenced by more than teaching format alone as
many other factors play significant roles. Before embarking on our
comparative review of the three different teaching and learning
formats, we will begin by clarifying how each of them is definable
according to studies of the different formats. Although there has not
been complete agreement among researchers about the precise
definition or meaning of the term ‘blended learning’ in particular
(Bernard et al., 2014; Chigeza and Halbert, 2014), consensus has
still built up around a sense of fairly clear distinctions between the
three formats. Definitional questions do not, however, seem to
haunt the terms ‘face-to-face learning’ and ‘online learning’ in the
same way as they do ‘blended learning’ in the articles reviewed.
Their meaning appears to be more or less agreed upon. For
instance, the F2F learning format is characterized as “traditional”
by many of the authors, referring to the fact that this is the format
with the longest history of the three formats and in relation to
which online and blended learning represent a modern or
innovative intervention (e.g., Chigeza and Halbert, 2014; Adams,
Randall and Traustadóttir, 2015; Pellas and Kazandis, 2015;
González-Gómez et al., 2016). Generally, its meaning derives from
an understanding of an instructional format that involves a
physical classroom and the synchronous physical presence of all
participants (i.e., teachers and students). One study emphasizes
that even in-class use of computers and educational technology
does not affect the definition of the F2F format so as to change it
into blended learning (Bernard et al., 2014). Online learning is
commonly defined in contradistinction to F2F learning (e.g., Ryan et
al., 2016). Its most prominent feature is the absence of the physical
classroom, which is replaced by the use of web-based technologies
offering opportunities for out-of-class learning independent of time,
place and pace (Bernard et al., 2014; Chigeza and Halbert, 2014;
Northey et al., 2015; Israel, 2015; Potter, 2015). Ryan et al. (2016)
point out that “in the context of higher education, the phrase online
learning is often interpreted as referencing courses that are offered
completely online; [..]” (p. 286). Typically, the online learning setting
is launched through so-called learning management systems (LMS)
or virtual learning environments (VLE) such as Moodle

and Blackboard (Pellas and Kazanidis, 2015).

The COVID-19 pandemic has created the largest disruption of

education systems in human history, affecting nearly 1.6 billion
learners in more than 200 countries. Closures of schools,
institutions and other learning spaces have impacted more than
94% of the world’s student population. This has brought far-
reaching changes in all aspects of our lives. Social distancing and
restrictive movement policies have significantly disturbed
traditional educational practices. Reopening of schools after
relaxation of restriction is another challenge with many new
standard operating procedures put in place. Within a short span of
the COVID-19 pandemic, many researchers have shared their
works on teaching and learning in different ways. Several schools,
colleges and universities have discontinued face-to-face teachings.
There is a fear of losing 2020 academic year or even more in the
coming future. The need of the hour is to innovate and implement
alternative educational system and assessment strategies. The
COVID-19 pandemic has provided us with an opportunity to pave
the way for introducing digital learning. This article aims to provide
a comprehensive report on the impact of the COVID-19 pandemic
on online teaching and learning of various papers and indicate the
way forward.

The global outbreak of the COVID-19 pandemic has spread

worldwide, affecting almost all countries and territories. The
outbreak was first identified in December 2019 in Wuhan, China.
The countries around the world cautioned the public to take
responsive care. The public care strategies have included
handwashing, wearing face masks, physical distancing, and
avoiding mass gathering and assemblies. Lockdown and staying
home strategies have been put in place as the needed action to
flatten the curve and control the transmission of the disease
(Sintema, 2020).
Bhutan first declared closing of schools and institutions and
reduction of business hours during the second week of March 2020
(Kuensel, 2020, 6 March). The complete nationwide lockdown was
implemented from 1 August 2020 (Palden, 2020). In between,
movements were allowed, offices began functioning, schools and
college reopened for selected levels and continued with online class
for others. More than 170,000 children in Bhutan from classes PP–
XII are, today, affected by the school closure. The impact is far
reaching and has affected learning during this academic year or
even more in the coming days. Several schools, colleges and
universities have discontinued face-to-face teaching. There is a
pressing need to innovate and implement alternative educational
and assessment strategies. The COVID-19 pandemic has provided
us with an opportunity to pave the way for introducing digital
learning (Dhawan, 2020).

Research highlights certain dearth such as the weakness of online

teaching infrastructure, the limited exposure of teachers to online
teaching, the information gap, non-conducive environment for
learning at home, equity and academic excellence in terms of higher
education. This article evaluates the impact of the COVID-19
pandemic on teaching and learning process across the world. The
challenges and opportunities of online and continuing education
during the COVID-19 pandemic is summarized and way forward
suggested.

Pedagogy for Continuing Education Through Online

Lockdown and social distancing measures due to the COVID-19

pandemic have led to closures of schools, training institutes and
higher education facilities in most countries. There is a paradigm
shift in the way educators deliver quality education—through
various online platforms. The online learning, distance and
continuing education have become a panacea for this
unprecedented global pandemic, despite the challenges posed to
both educators and the learners. Transitioning from traditional
face-to-face learning to online learning can be an entirely different
experience for the learners and the educators, which they must
adapt to with little or no other alternatives available. The education
system and the educators have adopted “Education in Emergency”
through various online platforms and are compelled to adopt a
system that they are not prepared for.

E-learning tools have played a crucial role during this pandemic,

helping schools and universities facilitate student learning during
the closure of universities and schools (Subedi et al., 2020). While
adapting to the new changes, staff and student readiness needs to
be gauged and supported accordingly. The learners with a fixed
mindset find it difficult to adapt and adjust, whereas the learners
with a growth mindset quickly adapt to a new learning
environment. There is no one-size-fits-all pedagogy for online
learning. There are a variety of subjects with varying needs.
Different subjects and age groups require different approaches to
online learning (Doucet et al., 2020). Online learning also allows
physically challenged students with more freedom to participate in
learning in the virtual environment, requiring limited movement
(Basilaia & Kvavadze, 2020).

As schools have been closed to cope with the global pandemic,

students, parents and educators around the globe have felt the
unexpected ripple effect of the COVID-19 pandemic. While
governments, frontline workers and health officials are doing their
best slowing down the outbreak, education systems are trying to
continue imparting quality education for all during these difficult
times. Many students at home/living space have undergone
psychological and emotional distress and have been unable to
engage productively. The best practices for online homeschooling
are yet to be explored (Petrie, 2020).

The use of suitable and relevant pedagogy for online education may
depend on the expertise and exposure to information and
communications technology (ICT) for both educators and the
learners. Some of the online platforms used so far include unified
communication and collaboration platforms such as Microsoft
Teams, Google Classroom, Canvas and Blackboard, which allow the
teachers to create educational courses, training and skill
development programmes (Petrie, 2020). They include options of
workplace chat, video meeting and file storage that keep classes
organized and easy to work. They usually support the sharing of a
variety of content like Word, PDF, Excel file, audio, videos and
many more. These also allow the tracking of student learning and
assessment by using quizzes and the rubric-based assessment of
submitted assignments.

The flipped classroom is a simple strategy for providing learning

resources such as articles, pre-recorded videos and YouTube links
before the class. The online classroom time is then used to deepen
understanding through discussion with faculty and peers (Doucet
et al., 2020). This is a very effective way of encouraging skills such
as problem-solving, critical thinking and self-directed learning. The
virtual classroom platforms like videoconferencing (Google
Hangouts Meet, Zoom, Slack, Cisco, WebEx) and customizable
cloud-based learning management platforms such as Elias, Moodle,
BigBlueButton and Skype are increasingly being used. Challenges
in Teaching and Learning With the availability of a sea of platforms
and online educational tools, the users—both educators and
learners—face frequent hiccups while using it or referring to these
tools. Some of the challenges identified and highlighted by many
researchers are summarized as follows:

Broadly identified challenges with e-learning are accessibility,

affordability, flexibility, learning pedagogy, life-long learning and
educational policy (Murgatrotd, 2020). Many countries have
substantial issues with a reliable Internet connection and access to
digital devices. While, in many developing countries, the
economically backward children are unable to afford online learning
devices, the online education poses a risk of exposure to increased
screen time for the learner. Therefore, it has become essential for
students to engage in offline activities and self-exploratory learning.
Lack of parental guidance, especially for young learners, is another
challenge, as both parents are working. There are practical issues
around physical workspaces conducive to different ways of learning.

The innately motivated learners are relatively unaffected in their

learning as they need minimum supervision and guidance, while
the vulnerable group consisting of students who are weak in
learning face difficulties. Some academically competent learners
from economically disadvantaged background are unable to access
and afford online learning.
The level of academic performance of the students is likely to drop
for the classes held for both year-end examination and internal
examination due to reduced contact hour for learners and lack of
consultation with teachers when facing difficulties in
learning/understanding (Sintema, 2020).

Student assessments are carried out online, with a lot of trial and
error, uncertainty and confusion among the teachers, students and
parents. The approach adopted to conduct online examination
varies as per the convenience and expertise among the educators
and the compatibility of the learners. Appropriate measures to
check plagiarism is yet to be put in place in many schools and
institutions mainly due to the large number of student population.
The lockdown of schools and colleges has not only affected internal
assessments and examinations for the main public qualifications
like General Certificate of Secondary Educations (GCSE), but A
levels have also been cancelled for the entire cohort in the UK.
Depending on the duration of the lockdown, postponement or
cancellation of the entire examination assessment might be a grim
possibility (United Nations, 2020). Various state-level board exams,
recruitment exams, university-level exams and entrance exams
have been postponed across India due to the COVID-19 outbreak
and national lockdown. Various entrance examinations
(such as BITSAT 2020, NATA 2020, CLAT 2020, MAT 2020, ATMA
2020) have also been postponed/rescheduled. The education
system in schools, colleges and universities across the country has
been severely impacted due to the ongoing situation. It is also
possible that some students’ careers might benefit from the
interruptions. For example, in Norway, it has been decided that all
10th grade students will be awarded a high-school degree. A study
carried out in France shows that the 1968 abandoning of the
normal examination procedures in France, following the student
riots, led to positive long-term labour market consequences for the
affected cohort (Maurin & McNally, 2008). School time also raises
social skills and awareness besides being fun for the children. There
are economic, social and psychological repercussions on the life of
students while they are away from the normal schedule of schools.
Many of these students have now taken online classes, spending
additional time on virtual platforms, which have left children
vulnerable to online exploitation. Increased and unstructured time
spent on online learning has exposed children to potentially
harmful and violent content as well as greater risk of cyberbullying.
School closures and strict containment measures mean more
families have been relying on technology and digital solutions to
keep children engaged in learning, entertained and connected to the
outside world, but not all children have the necessary knowledge,
skills and resources to keep themselves safe online. In the case of
online learning in Bhutan, majority of the learners are from rural
villages where parents are mostly illiterate farmers. Students are
engaged in assisting parents in farm activities such as agriculture,
tending to cattle and household chores. Some students even
requested to postpone exam time towards the afternoon since they
had to work on the fields during morning hours.

Some students expressed that they had to attend to their

ailing parents/grandparents/family members and take them to
hospitals. By evening, when they are back home, it becomes
difficult for them to keep abreast with the lessons. Parents whose
children are in lower grades feel that it would be better to let the
children repeat the next academic year. Majority of students do not
have access to smartphones or TV at home in addition to poor
Internet connectivity. There is no or less income for huge population
due to closure of business and offices. The data package (costs) is
comparatively high against average income earned, and continuous
access to Internet is a costly business for the farming community.
Online face-to-face classes (video) is encouraged by most; however,
some students (economically disadvantaged) have expressed that
the face-to-face online class consumes more data packages. The
teachers are in dilemma as to whom to listen to and which tools to
adopt. Some think pre-recorded videos could help; however, this
would restrict interactions. It is difficult to design a proper system
to fit the learning needs and convenience of all students.
Opportunities for Teaching and Learning Although there have been
overwhelming challenges for educators, schools, institutes and the
government regarding online education from a different angle, there
are several opportunities created by the COVID-19 pandemic for the
unprepared and the distant plans of implementing e- learning
system. It has forged a strong connection between teachers and
parents than ever before. The homeschooling requires parents to
support the students’ learning academically and economically.
Children with disabilities need additional and special support
during this ongoing emergency. The use of online platforms such as
Google Classroom, Zoom, virtual learning environment and social
media and various group forums like Telegram, Messenger,
WhatsApp and WeChat are explored and tried for teaching and
learning for the first time ever to continue education. This can be
explored further even after face-to-face teaching resumes, and these
platforms can provide additional resources and coaching to the
learners. Teachers are obliged to develop creative initiatives that
assist to overcome the limitations of virtual teaching. Teachers are
actively collaborating with one another at a local level to improve
online teaching methods. There are incomparable opportunities for
cooperation, creative solutions and willingness to learn from others
and try new tools as educators, parents and students share similar
experiences (Doucet et al., 2020). Many educational organizations
are offering their tools and solutions for free to help and support
teaching and learning in a more interactive and engaging
environment. Online learning has provided the opportunity to teach
and learn in innovative ways unlike the teaching and learning
experiences in the normal classroom setting.

As of July 2020, 98.6% of learners worldwide were affected by the

pandemic, representing 1.725 billion children and youth, from pre-
primary to higher education, in 200 countries (United Nations,
2020). Therefore, making learning possible and available from
homeschooling has been the need of the hour. Pedagogy available
and used for face-to-face learning is not feasible for online learning.
Though a range of pedagogy has been devised for online and
distance learning, teachers who are technologically backward
require proper professional development and training in order to
orient themselves towards their students Authentic assessments
and timely feedback are essential components of learning. A very
crucial part of online distance learning is the availability of helpful
formative assessments and timely feedback to the online learners
(Doucet et al., 2020). This is found to be challenging for the
educators and the education system. It is more challenging in the
Bhutanese context due to larger class strength, lack of online
teaching infrastructure and professional development, and non-
participative nature of the students.

Maslow before Bloom is the common phrase used in

education circles. This must be the mission for online learning for
the continuation of education during the present pandemic. The
phrase is typically used to ensure that our students are safe and
have their basic needs met before online learning commences.
Domestic violence and child abuse are on the rise as the
perpetrators are many a time at home or in the neighbourhood,
which is a mental distraction and threat to the learners
(Ravichandran & Shah, 2020). With students now experiencing
homeschooling during this COVID-19 pandemic, conducive
environment at home for all standards and socio-economic
conditions is not uniform. Studies should be carried out to support
the hardest hit economically disadvantaged groups. In Bhutan,
there are reports of students dropping out or opting to discontinue
schooling. This has occurred due to the long break enforced by the
school closure during the COVID-19 pandemic. Although no studies
are carried out to evaluate the direct impact of the pandemic on
dropout rate, a research in this area would bring out the factual
details. There are varieties of online infrastructure that have been
prepared by many educational firms and made free for learning
during this pandemic. The affordability and accessibility to these
online infrastructures for all the learners of varied economic
backgrounds are still a challenge. Students with special needs
having learning difficulties, such as hearing impairment, visual
impairment and mobility disabilities, require additional training
with support and guidance. Many caregivers and parents at home
are not able to cater to such needs, hindering the learning of this
group of learners. Therefore, there is a need for investing time and
resources to explore and research the best alternatives for the
special educational needs (SEN) of these learners. As all students’
assignments and examinations are carried out from home, it is
challenging for educators to find the authenticity of the work and
the actual learning taking place. Moreover, many parents guide and
support their children during their learning process, and the extent
and degree of support varies greatly. Grading of students is another
area of study as no proper criteria are developed and effectively
used.

The study on the impact of the COVID-19 pandemic on

teaching and learning across the world concludes that although
various studies have been carried out, in the case of developing
countries, suitable pedagogy and platform for different class levels
of higher secondary, middle and primary education need to be
explored further. Internet bandwidth is relatively low with lesser
access points, and data packages are costly in comparison to the
income of the people in many developing countries, thus making
accessibility and affordability inadequate. Policy-level intervention is
required to improve this situation. Further exploration and
investigation on effective pedagogy for online teaching and learning
is an area for research. Need for developing tools for authentic
assessments and timely feedback is found to be another area of
study. The affordability and accessibility for all the learners of
varied economic background is identified as a challenge, for which
the educational tools developer could focus on customization. The
policy level intervention is also vital. Education system across the
world including Bhutan needs to invest on the professional
development of teachers, especially on ICT and effective pedagogy,
considering the present scenario. Making online teaching creative,
innovative and interactive through user-friendly tools is the other
area of research and development. This would assist and prepare
the education system for such uncertainties in the future.
 The lesson learnt from the COVID-19 pandemic is that
teachers and students/learners should be oriented on use of
different online educational tools. After the COVID-19 pandemic
when the normal classes resume, teachers and learners should be
encouraged to continue using such online tools to enhance teaching
and learning.

CHAPTER III. METHODOLOGY

This chapter, methodology presents the research methods and

procedures to be used in this study. Specifically, this contains the
design, instrument, respondents, and environment, sampling
technique of this research. And of course, this chapter will discuss
the data collection procedure or how the data will be analyzed.

Research Design

The descriptive methods of research will be used in this study to

identify the positive Effects of Online Learning on Communication
Between Teachers and Students During Covid-19 Pandemic. This is
a design in which groups of items or objects are studied by
collecting and analyzing data from only a few people considered
being an exact representative of the entire group.

Sampling Technique

A universal random sampling technique was used selecting the

participation in this study. This technique was employed to ensure
the fair and reasonable response to the study which in each strand
was by voluntary sampling procedure.

DETERMINATION OF SAMPLE SIZE

The Researchers determine the total population of the Grade

11 Students of STI College Ormoc by using the Random Sampling
Technique

Formula:

Ss=NV+ [Se2(1-p)]
N(Se)+[V2p(1-p)]

Where:

Ss= Is the sample size

N= is the Total Number of Population

V= is the Standard Value (2.58) of 1% level of probability with

0.99 reliability

Se= Sampling Error (0.01)

p= Largest possible proportion (0.50)

Determining Sample Size from Grade 11

Ss= NV+ [Se2(1 – P)

NSe+ [V2 p (1 – P)
= 462(2.58) + (0.01)2(1 – 0.50)
 426(0.01) + (2.58)2 x 0.50 (1 – 0.50)
= 1, 099.80 + 0.0001 + 0.5
4.26 + (6.6564) (0.50) (0.5)
= 1, 099.5801
4.26+1.6641
= 1, 099.5801
5,9241
= 185.61 or 186

THE SUBJECT

In this study, the researchers just pick 15 students in each

strand. 15 respondents for Grade 11 ABM, 15 respondents for
Grade 11 TVL, 15 respondents for Grade 11 STEM, 15 respondents
for HUMMS, and 15 respondents for Grade 11 GA students who
officially enrolled in STI College of Ormoc school year 2020-2021
and ages 16-18. A total of fifty students (50).

Research Instrument
The Instrument of this study will be a questionnaire that will be
sent through messenger to gather answers from the respondents
regarding the said topic or study. It will be divided into three parts:
the profile of the respondents, the questionnaire, and the evaluation
to students. The researchers decided to come up with these
contents of the questionnaire in order for the problems to be
answered, not just the general but also the specific questions.
 The first part, which is the profile will consist of socio-
demographic characteristics of respondents such as age, sex, and
strand. The second part consists of their analysis of evaluation
where they indicate the appropriate answer. This questionnaire will
test exploration and their ability.

Research Environment

The research will be conducted at STI College of Ormoc. Thus,

this school will be the place of the study to determine the positive
Effects of Online Learning on Communication in The Students
During Covid-19 Pandemic.

VALIDATION OF THE INSTRUMENTS

The first draft of the questionnaire was submitted to the

researcher's Practical Research Teacher John Rey Dumadag for
some corrections and suggestions. Several changes were made.
Some of the items that is not considered as relevant to the study
was removed. After revising, all answers were affirmative, hence, the
research instrument is valid.

DATA GATHERING PROCEDURE

Having found that the questionnaire is valid and reliable, the

Researcher then sought for the approval of the Practical Research
Teacher of STI College Ormoc to conduct the study among the
selected students of Grade 11 Students.
 Through the random sampling method, the researcher selected
50 out of 186 Students from Grade 11 Students consisting of 5
strands namely: ABM, TVL, HUMMS, STEM, and GA to participate
in this study.

After the approval of the Practical Research Teacher, the

Researcher administered the questionnaire in the second week of
June 2021 and 100% of the respondents returned back the
questionnaire.

Data Analysis Procedure

The researchers will follow a procedure to accomplish the desired

outcome of the study. First, the researchers will present a
questionnaire to collect data from the respondents, the data can be
collected from people using phone through chatting on messenger
or via email. Then, the researchers started sending the
questionnaires to the respondents to get the information needed to
the study and make sure that the respondents will answer the
questionnaire during free time. Lastly, the result of the
questionnaire will be recorded to have information. The information
will be tallied, analyze, and interpret according to its specific
problems.

DATA PROCESSING

After the retrieval of the questionnaire, the researcher

tabulates and processes data manually. Descriptive data processing
was used to arrive the scientific analysis and interpretation.
Categorization of the subjects are stated. Data Matrix based on Pie
Diagram are used to organize, summarize, and analyze the data on
how the variables differ from each other.

Conceptual Framework

PROCESS OUTPUT
INPUT - The positive Effects of - Knowing the positive
- Male and Female Online Learning on Effects of Online Learning
Communication In The on Communication In The
- 16 to 18 years old Students During Covid-19 Students During Covid-19
Pandemic Pandemic

Figure 1. Data Gathering Process

STATISTICAL TREATMENT

The Statistical treatment that was utilized for this study is

Random Sampling Technique. This was used to determine the
population of the Grade 11 students in STI College of Ormoc.
 CHAPTER IV

PRESENTATION, ANALYSIS, AND INTERPRETATION OF THE

DATA

This chapter presents the data gathered and oversaw the

presentation, analysis, and interpretation of data gathered by the
researchers. This study aims to identify the positive Effects of
Online Learning on Communication in The Students During Covid-
19 Pandemic. The analytical procedures are arranged according to
the relevancy of each question to one other.
RESPONDENTS DEMOGRAPHIC DATA
This section presents the respondents demography
information with the use of frequency distribution tables.
Table 1: Distribution of the Respondents by Gender
S/N GENDER FREQUENCY PERCENTAGE%
1 Female 23 46
2 Male 27 54
TOTAL 50 100
Table above shows that 23(46%) of the respondents were females
while the remaining 27(54%) of the respondents were males.

Table 2: Distribution of the Respondents by Age

S/N GENDER FREQUENC PERCENTAGE%

Y
1 16 years old 6 12
2 17 years old 29 58
 3 18 years old 15 30
TOTAL
Table above shows that 6(12%) of the respondents are 16 years
range, and 29(58%) of the respondents are 27 years old, while the
remaining 15(30%) of the respondents are 18 years old.

Chart 1

Please set your level of satisfaction for the online curriculum set for
the class.

34; 34%
Satisfied
Dissatisfied
66; 66%

Based on the chart given above, 66.66% of the respondents are

satisfied for the online curriculum set for the class. And 34.34%
were dissatisfied.

Chart 2

Are you enjoying online classes?

30%
Yes
No
70%
 Based on the chart given above, 70% of the respondents are
enjoying online classes and 30% were not.

Chart 3

Do you think the online class teachings will be helpful for the
growth in your career?

30%
Yes
No
70%

Based on the chart given above, 70% of the respondents are

thinking that online class teachings will be helpful for the growth in
your career and 30% were not.

Chart 4

Please state how satisfied were you with the grade given to you?

10%

Very Satisfied
30% Satisfied
60% Dissatisfied
Based on the chart given above, 60% of the respondents are very
satisfied of the grade given, while 30% are satisfied of the grade
give, and 10% were not.
 CHAPTER V

SUMMARY, CONCLUSION, AND RECOMMENDATIONS

SUMMARY

One of the biggest casualties of the Covid-19 pandemic and the

resultant lockdown has been institutionalized education. Schools
have been shut to prevent the spread of the virus and this has given
way to online classrooms, a very new concept in India even for the
most sophisticated schools. It is commendable how easily some
educational institutions have moved to virtual classrooms, all
thanks to tools such as Zoom, Google Hangouts and Microsoft
Teams. But there are some still struggling to get online.

There are teachers and schools putting extra effort to engage

students in classes by revamping timetables, shifting discussions
online, taking feedback from parents and monitoring students
constantly. While there are some who are doing the bare minimum
and using WhatsApp to stay connected with students. Some schools
are trying out tools like Seesaw, Google Suite and YouTube videos
to make online classes as engaging as offline ones. But there are
also those that are failing miserably at this shift. Schools (some) are
using video conferencing platforms like Zoom and Google Hangouts
to conduct classes. Some others have moved classes to Microsoft
Teams. Many teachers find these tools extremely helpful to make
classes even more engaging than regular classroom while others are
struggling.
 “Considering that theirs is a generation heavily dependent on
gadgets, getting them to use the devices is not an issue. Getting
them to use it judiciously and in a manner that doesn’t drain them
completely, requires a lot of planning and monitoring both by
parents and teachers,” says Iewa Shukla, an English teacher at a
reputed school in New Delhi.
 CONCLUSION

There for I conclude that, With the rapid spread of coronavirus in

the world, the vast majority of countries are under a lockdown. It
has closed most of the essential activities across the globe,
including schools, colleges, and other educational institutions. Over
the past few years, e-learning has been growing at a slow but steady
pace. But it has never been seen as an essential part of the
education system. But with the outbreak of the virus, online classes
are more important than ever. Online classes make it simple and
easy for students to keep learning and keep building vital skills
amid this pandemic.

Nevertheless, online classes are still criticized by people. People

often think online classes are not qualified enough as traditional
learning. And the degrees associated with online learning are not
real degrees. However, these types of stereotypes are not correct.
Taking an online class, as opposed to traditional classes, has its
advantages. The online classes, whatever the enabling technology,
is only as good as the teachers and the ability of the students to
grasp the new teaching technique. One of the teachers felt students
are more responsive and active in online classrooms, compared to
when they are in physical ones. This could be because this is a new
concept, and they are excited to explore it with the teachers. They
also don’t get distracted by their classmates, which frequently
happens in a regular class. Teachers do find the absence of a
blackboard a disadvantage and network connectivity a constant
problem. That miss the clarity that a blackboard gives, that are
kind of making do with the virtual whiteboard on Zoom. Most
schools are sorting out the timetable according to subject
weightage, spread across the entire week. They are also ensuring
that everything starting from attendance to giving assignments to
students is done in a similar manner as their regular classroom, so
students don’t have to struggle to cope up.

Students who miss classes are contacted instantly through

WhatsApp and proper reasons are taken. “We have time-tables,
breaks, prayer, afternoon good-byes etc: most of such practices
have been kept intact. They are with us from morning till afternoon,
however, we’re taking feedback from parents and children
consistently, and we’ll review the same if needed,” says Shukla.
Schools are constantly sending out circulars and SMSes,
conducting parent orientation and checking mechanisms where the
senior teachers are reviewing classes and gathering feedback to
improve them in the future. But there is no denying that for now
this is e-learning experience is for all. Another benefit of online
education is the option to learn at your own pace. Because
everything is online, and you don't have a specific time for classes,
and you can take your class whenever you want. With traditional
learning, classes are limited for each semester. And timings of the
classes may not align with the student's schedule. But with online
classes, students can easily manage other responsibilities, jobs,
internships, and can still be able to complete their studies. Also,
studying from the comfort of your home allows you to relax. There
is no need for you to get dressed and go to school or college.

RECOMMENDATION

The pandemic has posed many challenges for students and

teachers, and unsurprisingly, student performance has suffered in
response. However, there is cause for optimism. We find little
evidence that disadvantaged groups were further disadvantaged by
the pandemic in their college learning. Furthermore, the factors
that help ameliorate the pandemic’s negative effects are well within
reach of many courses. Instructor experience is one such factor,
and many instructors have already acquired some online-teaching
experience during the spring 2020 switch to remote teaching.
Increasing peer interaction in the synchronous virtual classroom
will take more effort, but many instructors have already shown it
can be done. Active-learning techniques like think-pair-share and
small group activities have revolutionized the physical classroom,
and they seem to be quite effective in an online environment too.
These findings suggest that, although classes may remain online for
some time, the quality of students’ learning has the potential to
reach pre-pandemic standards.
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