CHAPTER 2

RELATED LITERATURE AND STUDY

“ ABM student’s post-pandemic experience -Difference of

distance learning and current face-to-face: A Phenomenological Study “

This research will have a great impact on students mostly from the ones who

experienced both distant and face-to-face classes. This research will discuss the

changes experienced by students in the electron college and how they adjust in

returning to face to face from the online class. Pandemic was a major challenge

for people around the world because Covid-19 caused many businesses and

economy a huge loss of income because of the mandatory community

quarantine for the safety of the people. Covid-19 also caused the schools to shut

down amidst of the pandemic period so they look for an alternative to teach the

students in a distance that's when online classes or distant learning began to

form. The online class is a great help to the students because they can fill the

days without school through it. Due to the long distance learning, the students

have gotten used to the way of teaching in the online class, so some of the had a

hard time adjusting to the face-to-face classes, but others were happy because

they said it was easier to understand the lessons in actual teaching. This study

will be conducted at electron college with the help from different students from

grade 11 senior high school to know their personal experinces and to know their

views and experiences in the previous online class and how they are adjusting to

the return of face to face classes.

Corcuera, L., & Alvarez, Jr., A. (2021), ”From face-to-face to teaching at a

distance: Lessons learned from emergency remote teaching.

This research determines how the Covid-19 disrupts not only the health,

economic, and tourism sectors but it paralyzed the education sector as well. The

sudden shift of teaching and learning delivery continuously challenges not only

the students but also the teachers who are serving as educational front liners at

the time of the COVID-19 Pandemic in the Philippines. Based on UNESCO’s

global monitoring of school closures caused by Covid-19, as of mid-September

2020, there are more than 800 million affected learners, and only 49.9 percent

are the total enrolled learners worldwide. In the Philippines, the schools,

universities, and colleges will remain close since there is still an absence of a

reliable vaccine/cure. The learners will still not be allowed to come to school to

keep safe from the public health emergency (Hodges et al., 2020). It puts the

educational leaders to adapt any alternative solution to deal with the educational

needs of the students even in the absence of face-to-face interaction (Danjou,

2020; Reimers & Schleicher, 2020; Toquero, 2020) Considering that the

educators were trained to teach the learners in a traditional mode of teaching and

learning, however, due to the call for new modes of teaching, they have to adapt

alternative ways since the world is still in estate of emergency and that education

should still be delivered even in times of crisis. Considering that the global
pandemic is a sudden concern, educational leaders and teachers need to act

swiftly (Danjou, 2020; ILO, 2020) for the continuity of providing quality education

to the students (Tria, 2020).

Baltà-Salvador, R., Olmedo-Torre, N., Peña, M. et al. (2021), “Academic and

emotional effects of online learning during the COVID-19 pandemic on

engineering students”

This study explores the emotional effects of the COVID-19 pandemic on

engineering students over time as well as their online learning experiences as

undergraduate students. We are compelled by this exceptional context to

comprehend students' experiences with online learning. Studies before the

COVID-19 pandemic already reported the negative psychological effects that

lockdown can cause on people (Blendon et al., 2004). Quarantine is often

described as an unpleasant experience for those who suffer it, and can involve

uncertainty about the situation and boredom (Brooks et al., 2020; Cava et al.,

2005). It is also associated with significant psychological distress, depressive

symptoms, post-traumatic stress, and aversive emotional states such as anger,

confusion, anguish, disgust, fear, or nervousness, among others (Brooks et al.,

2020; Hawryluck et al., 2004). The majority of students in our sample reported

that their academic development worsened during online learning, and a high

percentage considered that the online teaching they received was of a bad
quality. Therefore, students have perceived a negative impact regarding the

change to online teaching during COVID-19 in their academic experience,

especially in their academic development and the quality of the teaching they

have received. These findings are consistent with some studies on university

students during the COVID-19 pandemic regarding the quality of teaching

received (Al-Balas et al., 2020; Alnusairat et al., 2020; Amir et al., 2020; Linh &

Trang, 2020) and the impact on students’ learning outcomes (Aristovnik et al.,

2020; Nassr et al., 2020; Son et al., 2020; Tang et al., 2020). According to the

study's findings, the majority of students felt that the lockdown caused by the

COVID-19 pandemic had a negative impact on their academic performance

because it reduced the quality of their online education. Additionally, the

effectiveness of the instruction, the suitability of the assignments, the

environment in which students work, and interactions with professors and other

students all have an impact on how well students perform academically.

Students' emotional states were described as being more discouraged, bored,

confused, and worried, and less calm and more confident.

LOCAL STUDY

Aditya Gupta, Chiharu Ishida. (2021), “Navigating the New Normal: An S-O-R

Perspective on Student Experiences of Environmental, Psychological, and

Behavioral Changes During the COVID-19 Pandemic”.

regarding their transition from face-to-face classes to online classes for the

Spring 2020 Semester as a result of the Coronavirus Pandemic. An online

questionnaire was administered at the end of the Spring 2020 Semester.

Demographics as well as psychographics were assessed. Results showed that

students with a more positive attitude toward online classes tend to have greater

transition satisfaction with the administration and instructors. The results also

revealed that students with greater transition anxiety will have lower transition

satisfaction with the administration and instructors. Yet, the analysis uncovered a

non-significant gender effect on transition satisfaction with administration and

instructors. The results are important for college and university decision makers

to better react to future unforeseen changes in the environment.

Priyadarshini, A., & Bhaumik , R. (2020), “ E-readiness of Senior School

Learners to Online Learning Transition amid COVID-19 Lockdown. Asian Journal

of Distance Education”.

In the backdrop of recent COVID-19 lockdown, the school learners across the

country have had the opportunity to experience online mode of learning. This

study attempts to find out e-readiness of senior secondary school learners for

transition to online learning along with their views on this mode of learning

transaction. Quantitative descriptive survey method was used for the purpose of

this study. A questionnaire comprising 20 Likert-type items covering four

dimensions, viz. access, digital literacy and e-readiness, delivery of online

different schools of Delhi using non-probability sampling. Access to online

learning and online load on learners were found to be high. The study also

revealed that only 35.2% learners found online classes as effective as face-to-

face classes. The delivery of online learning by teachers and digital skills of

learners were found lacking. The geographical scope of the study is limited to

National Capital Region of Delhi which has better smartphone penetration and

internet access as compared to other states in India. The study concludes that

online pedagogy and digital skills of teachers and learners need to be

strengthened for a possible roadmap ahead. The study may provide useful

insights into the challenges of online learning and areas for further improvement.

FOREIGN LITERATURE

Khalil et al. (2020), "The sudden transition to synchronized online learning during

the COVID-19 pandemic in Saudi Arabia: a qualitative study exploring medical

students’ perspectives"

In this study, medical students' perceptions on the abrupt switch to synchronized

online learning during the COVID-19 pandemic in Saudi Arabia are explored

qualitatively. The goal of the study is to comprehend how medical students saw

the shift to online learning, as well as the difficulties they encountered and the

potential given by the new teaching style. Medical students were interviewed for
the study using a phenomenological methodology, and their responses were

analyzed to find recurring themes and patterns. The study discovered that

medical students encountered a number of difficulties during the abrupt switch to

online learning, including technological problems, a lack of resources, and

trouble keeping motivation and engagement. However, the research also

discovered that online education provided certain distinctive advantages, like

more flexibility and access to learning materials. The study comes to the

conclusion that while switching to online learning was difficult, it also gave

students a chance to gain new skills and become accustomed to different

learning settings. Overall, the study emphasizes the value of offering students

the right resources and assistance at times of abrupt change, like the COVID-19

epidemic.

Mpungose, C.B. (2020), "Emergent transition from face-to-face to online learning

in a South African University in the context of the Coronavirus pandemic"

This study investigates how the coronavirus epidemic affected the emerging shift

from in-person to online learning at a South African university. The purpose of

the study is to comprehend the potential and difficulties brought about by the

abrupt move to online learning for both students and instructors. The study

employed a qualitative research approach, which involves interviewing teachers

and students and then reviewing the responses to find recurring themes.

According to the report, the abrupt switch to online learning brought about
serious difficulties for both students and instructors, including technological

problems, a shortage of resources, and concerns with motivation and

engagement. In order to ensure that students could receive the same amount of

assistance and interaction as they would in face-to-face situations, instructors

also had to overcome hurdles in adapting their teaching methods to the online

environment. However, the report also noted a number of advantages brought

about by the transition to online education, including more accessibility and

flexibility. The study emphasizes how crucial it is to give both students and

educators the necessary resources and assistance during times of abrupt

change, like the COVID-19 epidemic. It also highlights the necessity for colleges

to pursue growth strong methods and tactics for online learning to make sure that

instructors and students are ready for any future disruptions to face-to-face

instruction. Overall, the study offers insightful information about the difficulties

and opportunities given by the abrupt switch to online education in South African

universities during the COVID-19 epidemic.

Aristeidou, M., & Cross, S. (2021), “Disrupted distance learning: The impact of

Covid-19 on study habits of distance learning university students”.

According to them this study conducted to analyze the impact of covid-19

pandemic to the students who in campus-based and showing the overall

distruption in their learning activities, with universities suddenly shifting from face-

to-face to online learning. In this study, they looked into the impact of the Covid-

19 pandemic disruption on the studies of undergraduate students at The Open

University (OU).This unexpected transition was not successful on many

occasions due to a lack of infrastructure, staff capacity, and student response

(Marinoni et al., 2020, as cited in Maria & Simon, 2021). The sudden and

unexpected global shift to online teaching caused difficulties from several

aspects: access to online systems, teacher and student competencies and

pedagogies for distance learning, and the requirements of specific fields of study

(Marinoni et al., 2020, as cited in Maria & Simon, 2021). Also according to them

several studies indicate the lack of ICT equipment (e. g printer) and the limited

knowledge on its use, Additionally a lack of quite place to study are also included

in the negative impact of covid-19. Distance learners (students studying without

physically attending college or university) are on average older, and a greater

portion belongs to more ‘at risk’ groups who may be disproportionately affected
by the social distancing, health impacts, lockdown and shield-ing practices being

implemented by national governments (World Health Organization (WHO),2020,

as cited in Maria & Simon, 2021). Distance learners have specific and

established ways of using learning technologies, such as mobile devices (Cross

et al., 2019, as cited in Maria & Simon, 2021).

Lassoued, Z., Alhendawi, M., & Bashitialshaaer , R. (2020), “An Exploratory

Study of the Obstacles for Achieving Quality in Distance Learning during the

COVID-19 Pandemic’.

According to their that this study aims to reveal the obstacles to achieve quality in

distance learning during the coronavirus (COVID-19) pandemic. The primary aim

of this research was to investigate the various ways in which students pursued

their studies at home during the university suspension as a result of COVID-19

(Lassoued et al., 2020). for online learning only benefits courses with practical

components with courses such as English Language and History (George, 2018).

Amidst this deadly pandemic, online platforms, such as video conferencing,

online discussions, and free lecture access, are needed. Internet connections

must be good, where instant feedback from students can be achieved and can

be used as an alternative to face-to-face classes (Basilaia et al., 2020). E-

learning users face many technical difficulties that hinder the teaching and

learning system, such as time and location flexibility, students and learners being
dissimilar, e-learning not feeling comfortable, increased frustration and confusion,

and inadequate technological compatibility (Favale, 2020). This sudden shift to

distance education in an emergency has led to shock and tension among

students and faculty members, whether on a personal or professional level, as

the process requires extra efforts, in addition to several unusual obstacles for

schools and universities such as a lack of time, poor infrastructure, and

inadequate digital content (Khalaf, Z.N, 2020 ). COVID-19 pandemic is a severe

acute respiratory syndrome caused by a coronavirus (SARS-CoV-2). In March

2020, the World Health Organization announced that it had categorized COVID-

19 as a pandemic (WHO, 2020, Mayo clinic 2020). COVID-19 is an ongoing

global pandemic, discovered during December 2019 in the Chinese city Wuhan.