Mendoza Lucky S.

De Torres Jun Romar

Nina Lalongisip

IT Student’s Perception of Shifting Face to Face course to

Online course

Chapter II

Local Literature

According to Paralejas, C.G(2013)the dissertation aimed to

understand the influence of cultural patterns on international
students’ perception and experience with online learning. This case
study utilized Hofstede’s cultural dimension model as an
interpretative framework to understand what are the international
students’ perceptions and experiences with online courses. Two
research questions guided this case study: what are the international
students' preferences and perceptions regarding online learning; and
how are international students’ online learning experiences influenced
by the four course design elements due to cultural patterns? The case
study found that international students have particular preferences
regarding the four course design elements, namely: (a) design and form
of presentation, (b) facilitative information, (c) types and nature of
assessment/assignment, and (d) nature of feedback.

Arinto,P.B(2016) Rapid advances in information and communications

technology in the digital age have brought about significant changes
in the practice of distance education (DE) worldwide. DE practitioners
in the Philippines’ open university have coined the term ‘open and
distance e-learning’ (ODeL) to refer to the new forms of DE, which are
characterised by the convergence of an open learning philosophy, DE
pedagogies, and e-learning technologies. This paper discusses the
issues and challenges that ODeL poses for the Philippines’ open
university from the point of view of the institution’s leading ODeL
practitioners. The paper concludes with a discussion of the policy
development and administrative changes required to support innovative
teaching practice across the institution. The findings and conclusions
are relevant for other institutions in the same stage of ODeL
development.

In International Journal of Research in Business and social

Science (2021)Study the develop risk breakdown structure specifically
for virtual learning projects in higher institutions. Transition from
physical face-to-face study into virtual learning practices during
COVID-19 mitigation phase had been selected as the main focus to
construct risks identification. Opinions and experiences from 35
stakeholders in university level had been gathered and analysed using
triangulation and meta-language of risk statement methods, in order to
maintain statements’ validity and quality based on project
management’s standard. All registered risks were listed using
universal risk breakdown structure format, which emphasized on three
risk areas: internal, external, and technology, in order to categorize
risk based on its sources and identify areas with high exposure of
risk. The result proposed 11 risk statements with the highest exposure
to risk in the technology area. This result indicated that virtual
learning organizers need to consider strategies and mitigation
processes in the technology area, specifically on the infrastructure
readiness, user capabilities, and communication gap inside the virtual
environment.

Local Study

Cristina Lamsen Javier on Asian ESP 16 (2.1), 210-244, 2020

stated about The Shift towards New Teaching Modality: Examining the
Attitude and Technological Competence among Language Teachers teaching
Filipino that The Covid-19 pandemic has provoked a shift in teaching
 modality as the traditional face to face instruction could not be
realized in the fear of the continuous widespread of the disease.
Against this, the present study aimed to determine the attitude of the
respondents toward online teaching and identify teachers’
technological competence. In addition, the study also intended to
determine whether a relationship exists between the main variables,
and whether a gender gap could be found with respect to attitude
toward online teaching and teachers’ technological competence. 162
teachers teaching the Filipino language were surveyed using a
developed, validated and pilot tested questionnaires (Attitude toward
online Teaching Tool [Cronbach’s α= 0.862], Teachers’ Technological
Competence Tool [Cronbach’s α= 0.898]). The study disclosed that the
respondents’ attitude is characterized to be ‘somehow negative’and
they claimed to be technologically ‘competent’. In addition, the study
refutes the existence of gender gap with respect to attitude and
competence; however, a significant positive and linear.

Based on the study on Front Educ(2020)the study was to explore the

initial perceptions and experiences of faculty whose classes were moved to
an online/distance delivery as a result of the COVID-19 pandemic. Using
mixed methods online survey methodology, the researchers sought to describe
faculty perceptions relative to their response to moving all university
courses online within the timeframe allotted by university leadership.
Building upon this groups’ previous research, which focused on the
relationships among care and rigor in the online teaching/learning
environment, the researchers designed survey questions to further explore
these concepts during a time of chaos. The survey addressed faculty
perceptions and lived experiences related to supporting this transition,
previous experiences with online teaching, the role of rigor and care in
course design and implementation, and opportunities for demonstrating care
toward colleagues. Information gleaned from the study will help to inform
university leadership, instructional design support personnel, and faculty.
As the long-term economic, social, and academic effects are realized across
the world, the researchers anticipate significant changes in higher

education.

Most educational systems across the world have migrated to remote

learning modality as a measure against the spread of the coronavirus disease
2019 (COVID-19). This phenomenon is causing a lot of difficulties especially
as voiced out by students in the context of developing countries. This paper
attempts to describe the difficulties in remote learning of university
students in the Philippines in the wake of the COVID-19 crisis. Following a
mainly qualitative research design, this study surveyed a pool of
purposively and conveniently selected students currently enrolled in a
tertiary institution. The result of the content analysis revealed the
following categories of difficulties in remote learning: unstable internet
connectivity; inadequate learning resources; electric power interruptions;
vague learning contents; overloaded lesson activities; limited teacher
scaffolds; poor peer communication; conflict with home responsibilities;
poor learning environment; financial related problems; physical health
compromises; and mental health struggles. Based on the result, cogent
recommendations are discussed at the end of the study.

Foreign Literature

In Jamal N.-AI -Karaki(2020) state that the COVID-19 Pandemic

affected all sectors worldwide including education sector changing the
students learning environment at a large scale. In the education
sector, governments had to close schools and universities around the
world and turn into online mode of delivery. The sudden transformation
to online learning demands educators and institutions to develop more
innovative teaching methods in supporting students during this growing
crisis. It is pertinent that this is the era of large-scale online
learning, where education is delivered remotely utilizing various
digital platforms. To this end, this move presented many challenges to
students, educators, families, administrators, and government
regulations. In this paper, we conduct an oriented and well-rounded
survey that captures all aspects of distance learning verticals as
perceived by educators in order to study online delivery aspects,
including teaching models, communication media, and teaching best
practices in distance learning.

International Journal of Technology in Education and Science 4

(4), 370-383, 2020 In the spring of 2020, higher education
institutions across the United States of America (US) shut down
physically due to the Covid-19 pandemic and provided remote learning
for students as an alternative. This swift shift to remote online
learning allowed academic programs to continue during the pandemic.
However, the transition to online learning was unexpected and sudden.
Many instructors and administrators were unprepared. This abrupt
change caused chaos, confusion, and frustration for students, faculty,
and academic administration. Students had chosen face-to-face (F2F)
courses; however, they were forced to continue their courses online.
This created problems, given that continuing studies online was not a
choice. At the same time, students were asked to evacuate dormitories
and return to their homes. Many students live in small communities
that do not have access to stable internet connection or devices. The
lack of access to technology, combined with the unpredictability of
the circumstances both in terms of the impact on their education
programs and health and safety of themselves and their family members,
contributed to a great source of anxiety and stress.

Demuyak J(2020).The first quarter of 2020 is a hard time for the

global community. The Coronavirus (COVID-19) pandemics swept through
the world affected many aspects of human  endeavour: from the decline
in industrial production to the re-adjustments in the academic
calendar of all educational institutions globally. Stakeholders and
management of higher educational institutions have no other option but
to make use of internet technology, thus online learning for the
continuation of academic activities across all schools worldwide.
The paper aims at assessing whether Ghanaian international students in
China are satisfied with the ‘‘ mass’’ online learning in higher
educational institutions in Beijing, China.
Therefore, the study employed an online survey to investigate the
level of satisfaction of online learning in higher educational
institutions and how Ghanaian international students are coping with
these ‘‘new initiatives’’.
The findings from the study suggest that the implementation of online
learning programs was a very great idea as the majority of the sampled
students supported the initiative. The study also revealed that
students have adequate knowledge of the COVID-19 pandemic. Another
finding that came up during the research is the high cost of
participating in online learning. However, our results showed that
students outside China due to the COVID-19 spend so much money to buy
internet data for online learning. Last but not least, the study
discovered that internet connectivity was very slow for students
leaving within the dormitories of various universities in China.

Foreign Study

Based on the study of Hasnan Baber The COVID19 pandemic has

disrupted the. The shift towards online education during the pandemic
of COVID19 has led many studies to focus on perceived learning
outcomes and student satisfaction in this new learning environment.
This study aims to examine the determinants resulting in students’
perceived learning outcomes and their influence on student
satisfaction. The data was collected from undergraduate students in
both South Korea and India to gain a cross country study. The study
found that the factors–interaction in the classroom, student
motivation, course structure, instructor knowledge, and facilitation–
are positively influencing students’ perceived learning outcome and
student satisfaction. There is no significant difference in the
students’ perceived learning outcome and student satisfaction in the
two countries. The study will be helpful for the educationists and
academics to identify the factors which will enhance student learning
outcome and satisfaction level in online classes during the
coronavirus pandemic.
 Novrika Nartiningrum, Arif Nugroho (2020) on Online learning
amidst global pandemic, covid-19 pandemic brings changes in many
aspects of peoples’ lives throughout the world. The spread of Covid-19
in Indonesia affects the education system in this country. Face-to-
face instructions are shifted into full online learnings from home.
Despite this quite drastic change, the literature on students’
insights of this matter has still been silent. Thus, the present study
elucidates 45 EFL students’ challenges, suggestions and needed
materials during these online classes. Rely on qualitative data
analysis from written responses and semi-structured interviews, the
findings disclosed that these EFL students’ main challenges in
attending online courses were the unsteady networks and the less
direct interactions. These students mainly suggested the use of video
conferencing applications such as zoom or Google meet, though some
students chose assignments over those applications. The students also
mentioned that they basically needed grammar related materials within
the online classes. The findings bring forward the picture of full
online learning condition during Covid-19 outbreak on EFL setting in
Indonesia.

In Alqurashi ,E.(2018) he state that the Student satisfaction is

used as one of the key elements to evaluate online courses, while
perceived learning is considered as an indicator of learning. This
study aimed to explore how online learning self-efficacy (OLSE),
learner–content interaction (LCI), learner–instructor interaction
(LII), and learner–learner interaction (LLI) can predict student
satisfaction and perceived learning. A total of 167 students
participated in this study. Regression results revealed that the
overall model with all four predictor variables (OLSE, LCI, LII, and
LLI) was significantly predictive of satisfaction and perceived
learning. The study found that LCI was the strongest and most
significant predictor of student satisfaction, while OLSE was the
strongest and most significant predictor of perceived learning.
However, LLI was not predictive of student satisfaction and perceived
learning. This study suggests that instructors employ strategies that
enhance students’ OLSE, LCI, and LII. Research is needed to understand
how LLI fosters student learning and satisfaction.

Synthesis of the Study

As the whole , the literature and studies conducted by cited authors,

the study confirmed that the students in this country and in other
having a hard time in their studies because of this epidemic which is
currently happening in the world. They lack of necessity. And leading
them to shift in their online courses.

References:

Local Literature:

Javier, C. L. (2020). The Shift towards New Teaching Modality: Examining the Attitude and Technological
Competence among Language Teachers teaching Filipino. Asian ESP, 16(2.1), 210-244.

Arinto, P. B. (2016). Issues and challenges in open and distance e-

learning: Perspectives from the Philippines. International Review of
Research in Open and Distributed Learning, 17(2), 162-180.

Catyanadika, P. E., & Isfianadewi, D. (2021). Development of risk

breakdown structure for online learning project during COVID-19
Crisis. International Journal of Research in Business and Social
Science, 10(1), 174-179.

Local Study:

Cameron-Standerford, A., Menard, K., Edge, C., Bergh, B., Shayter, A., Smith, K., & VandenAvond, L.
(2020, November). The phenomenon of moving to online/distance delivery as a result of Covid-19:
Exploring initial perceptions of higher education faculty at a rural Midwestern University. In Frontiers in
Education (Vol. 5, p. 203). Frontiers.
Rotas, E. E., & Cahapay, M. B. (2020). Difficulties in Remote Learning: Voices of Philippine University
Students in the Wake of COVID-19 Crisis. Asian Journal of Distance Education, 15(2), 147-158.

Javier, C. L. (2020). The Shift towards New Teaching Modality: Examining the Attitude and Technological
Competence among Language Teachers teaching Filipino. Asian ESP, 16(2.1), 210-244.

Foreign Literature:

Demuyakor, J. (2020). Coronavirus (COVID-19) and Online Learning in Higher

Institutions of Education: A Survey of the Perceptions of Ghanaian
International Students in China. Online Journal of Communication and Media
Technologies, 10(3), e202018. https://doi.org/10.29333/ojcmt/8286

Al-Karaki, J. N., Ababneh, N., Hamid, Y., & Gawanmeh, A. (2021). Evaluating the Effectiveness of Distance
Learning in Higher Education during COVID-19 Global Crisis: UAE Educators’ Perspectives. Contemporary
Educational Technology, 13(3), ep311.

Ghazi-Saidi, L., Criffield, A., Kracl, C. L., McKelvey, M., Obasi, S. N., & Vu, P. (2020). Moving from face-to-
face to remote instruction in a higher education institution during a pandemic: Multiple case
studies. International Journal of Technology in Education and Science, 4(4), 370-383

Foreign Study

Baber, H. (2020). Determinants of students’ perceived learning outcome and satisfaction in online
learning during the pandemic of COVID-19. Journal of Education and e-Learning Research, 7(3), 285-292.

Nartiningrum, N., & Nugroho, A. (2020). Online learning amidst global pandemic: EFL students’
challenges, suggestions, and needed materials. ENGLISH FRANCA: Academic Journal of English Language
and Education, 4(2), 115-140.

Alqurashi, E. (2018). Predicting student satisfaction and perceived learning within online learning
environments. Distance Education, 40(1), 133–148. doi:10.1080/01587919.2018.1553562