CHAPTER II

Review of Related Literature

This chapter, it presents the review of related literature and studies which

establish the frame of reference in the conduct of this study. It includes both local and

foreign literature from journals, research studies, the internet, and periodicals by local

and foreign authors. This study deals with the level of perception on online learning of

Capiz State University-Dayao Satellite students.

Foreign Literature

Almahasees et.al, (2021) entitled “Faculty’s and Students’ Perceptions of Online

Learning “that there is a considerable development in education, where the mode of

instruction has been changed from teacher-centered education to student-centered

education. In teacher-centered education, the teacher plays a role as the source of

education, and students are recipients of his /her knowledge. In contrast, student-centered

education emphasizes the role of students in knowledge production in the class. In a

student-centered approach, the teacher’s role turns to a “helper to students who establish

and enforce their own rules. Teachers respond to student assignments and encourage

them to provide alternative/additional responses.

Student-centered instruction has currently benefited many new technologies by

using the internet and other advanced technological tools to share, transfer, and extend

knowledge” (Hancock, 2002). Online learning has become a part of the 21st century as it

makes use of online platforms. E-learning is defined as using online platform

technologies and the Internet to enhance learning and provide users with access to online
services and services (Ehlers and Pawlowski, 2006). Internet and education have

integrated to provide users with the necessary skills in the future (Haider and Al-Salman,

2020). A study by Stec et al., 2020 indicated that online teaching has three main

approaches, namely, enhanced, blended learning, and online approach. Enhanced learning

uses the intensive use of technology to ensure innovative and interactive instruction.

Blended learning mixes both face-to-face and online education. The online approach

indicates that the course content is delivered online. Online education is convenient for

students, where they can access online materials for 24 h (Stern, 2020). Online education

turns education to be student-centered, where students take part in the learning process,

and teachers work as supervisors and guides for students (Al-Salman et al., 2021).

Online platforms have different tools to facilitate conducting online interactive

classes to reduce students’ loss. Online education platforms are designed to share

information and coordinate class activities (Martín-Blas and Serrano-Fernández, 2009).

There are most famous prominent interactive online tools: DingTalk (interactive online

platform designed by Alibaba Group), Hangouts Meet (video calls tool), Teams , Skype

(video and audio calls), WeChat Work (video sharing and calls designed for the Chinese),

WhatsApp (video and audio calls, chat, and content share), and Zoom (video and audio

calls, and collaboration features) (UNESCO, 2020).

Technology has a firm-established role in education experience in the last decade

(Almahasees and Jaccomard, 2020). Methods, techniques, and strategies of education

have been revised to deal with dramatic changes in technology. Technological enterprises

have designed several online platforms, which are driven by the integration of technology

in all walks of life (Al-Azawei et al., 2017; Englund et al., 2017; Santos et al., 2019).
Technology has become part of our social, business, and educational life’. The use of the

Internet has a vital role in disseminating knowledge via online classes (Silva and

Cartwright, 2017). During COVID-19, education has been shifted into the techno-

economic culture. The shift should associate with plans to reduce this shift’s impact on

the normal learning process (Gurukkal, 2020). The change to online in higher education

entails reshaping our view regarding higher education, including institutions and

students’ needs. For instance, theoretical courses can be taught online. In contrast, the

practical courses should be conducted face to face to ensure best teaching practices in

monitoring and guiding students. Therefore, technology can make larger classes flexible

and suiting students’ needs (Siripongdee et al., 2020).

The mode of education has turned into student-centered education, where students

became independent learners. This is considered as an advantage as face-to-face

instruction was teacher-centered education, where students receive their education from

their instructors. Online learning initiated students’ role in using additional resources to

discover their abilities as independent learners (Roach and Lemasters, 2006). The

comparison between students’ attitudes toward teaching the same interactive courses in

online and face to face is similar. It is found that students performed equally at the same

interactive courses in online and face-to-face instruction. Faceto-face instruction’s

success depends on regular class attendance, while the interactive classes relied on

completing interactive worksheets. Therefore, online and face-to-face success is based on

curriculum structure, mode of delivery, and completion rate (Nemetz et al., 2017).

The COVID-19 outbreak shifts face-to-face education to online during the

lockdown. This shift helps faculty integrate advanced technological skills in their
teaching, which benefit students (Isaeva et al., 2020). Online learning has been

considered a useful tool for learning, cost-effectiveness, flexibility, and the possibility of

providing world-class education (Jeffcoat Bartley and Golek, 2004; Gratton-Lavoie and

Stanley, 2009; De La Varre et al., 2010).

A study by Li and Lalani (2020) indicated that COVID-19 had brought change to

the status of learning in the 21st century. The instruction mode has been changed at both

schools and higher academic from face-to-face instruction to online instruction

(Strielkowski, 2020). However, this rapid change tests the capacity of institutions to cope

with such crises. Many countries did not expect such a complete shift to be online, and

therefore their working staff and students are not trained enough for this dramatic change.

Online learning works as a tool to overcome abrupt crises (Ayebi-Arthur, 2017).

COVID-19 was classified by world health organization (WHO) as a pandemic

disease on March 11, 2020. On March 19, emergency state was declared as a response to

prevent the spread of COVID-19. It is followed by a curfew, which lasted for 2 months.

The mode of education has turned online due to the closure of universities. The closure of

universities brings the importance of having good infrastructure and the readiness to

conduct online classes. Online learning becomes a tool to prevent the outbreak and ensure

social distancing. Online education has useful learning tools and grants 24/7 access to

education platforms around the clock at their time preferences. It also offers flexibility,

regardless of place and time. It also gives students questions, answers freely, and

provides feedback on the assigned courses’ content (Rosell, 2020).

The development of information and communication technology at this time

provides many benefits for human life, so the mastery of such technology is no longer an
option but has become a necessity. Through the existence of Internet networks, the use of

technology in the educational environment has opened new avenues for educators; face-

to-face learning has been transformed into e-learning or online learning (Bernard et al.,

2009). In addition to other electronic media, such as CD-ROM, satellite, and television,

some experts classify e-learning as ‘education delivered via the Internet’, while online

education is described as ‘education delivered only via the Internet or web-based media’

(Lee, 2017). When used interchangeably, online education or e-learning is commonly

defined as bridging the space between teachers and students through the use of web-

based technology (Ryan & Young, 2015). The presence of the Internet facilitates human

work in many ways, especially in the field of education. The current learning process

requires teachers and students to use technology. However, not all students can accept

and adapt to these changes. The acceptance of changes in the learning process differs

among students. This can be influenced by age, thinking ability, and students’ interest in

technology. Students of all ages seem to react differently to the practice of online

learning, with older students showing greater appreciation. There are still major

variations in how learners view their online interactions during learning (Koohang,

Paliszkiewicz, Nord, & Ramim, 2014). There are also concerns about the online learning

environment’s efficacy (Hashem, 2011). Students ‘motivation in taking online

learning can be assessed by how they participate in ongoing learning. Participation in

online learning requires three dimensions, namely cognitive participation, emotional

participation, and behavioral participation (Fredricks, Blumenfeld, & Paris, 2004). These

three dimensions are explained as follows: (1) Cognitive participation is the cognitive

effort of a student to acquire skills in the online learning process. (2) Emotional
participation is described as students’ positive emotions towards teachers, peers, and

online learning. (3) Behavioral participation is participation that is manifested by

activities that pay attention to learning when studying online (Jung & Jeongmin, 2018).

Motivation is generated through effective learning. Effective online learning requires

effective instructional design and procedures based on the concept of a good education. It

will positively impact the instructions if the plan is correct. For example, designing

learning must consider the method, flexibility of time, student involvement in activities,

and presentation of material (Simonson et al., 2015; Barberà et al., 2016). Variations in

teachers' teaching style and their expertise in using technology in interacting with

students also significantly affect the Motivation and results of e-learning (Ozkan &

Koseler, 2009). Several studies on using technology can change the learning experience

and improve student performance, such as posting videos after class and using social

media platforms such as Facebook, YouTube, and other e-learning tools. The effect on

perceived satisfaction and effectiveness online is when teachers have sufficient and up-

to-date knowledge in their area of expertise (Early & Murphy, 2009). The increasing use

of technology in online learning benefits students, but the main concern is unstable

internet connections in remote areas, not providing comfort in learning (Kulal & Nayak,

2020). Based on the description above, we developed a research instrument from the

aspects: Teachers’ methods of online learning, Students’ convenience in online

education, Motivation to learn online, and The effectiveness of online learning, to gain a

detailed understanding of students’ experiences of online learning during COVID 19.

Research on faculty members’ perceptions and attitudes toward online learning

emphasized the role of instructors in facilitating communication and earning with

factors in the success of online learning. Similarly, the call for staff and student training

is mandatory for online learning success (Cheng and Chau, 2016).

Online learning is considered as an entertaining way to learn. It has a positive

impact on both students and teachers alike. Both faculty and students have optimistic

opinions about online classes (Kulal and Nayak, 2020). Moreover, there is a positive

correlation between students and faculty in their perception of teaching and learning

(Seok et al., 2010). Faculty and students of engineering specialties incurred that

theoretical engineering subjects can be taught online, while teaching practical courses

online are less effective and should be conducted at engineering labs (Kinney et al.,

2012). Similarly, students’ and faculty perceptions were marginalized differently in

teaching laboratory courses online (Beck and Blumer, 2016).

Results from the study of Senida Harefa and Grace Lamudur Arta Sihombing

(2022) entitled “Students’ Perception of Online Learning Amidst the Covid-19 Pandemic:

A study of Junior, Senior high school and College students in a Remote Area”:

1. Teacher teaching methods in online learning

This study has problems related to teacher teaching methods in online learning.

Students feel that the technique used by the teacher is very monotonous. In general,

teachers only use the assignment method. The assignment method is a one-way learning

pattern; students require no teaching and learning interaction. Tedious learning methods

are considered less effective because they make learning passive. The use of effective

learning methods or strategies can improve student academic achievement (Donker et al.,

2013). In implementing learning, teachers must consider the use of teaching methods.
The methods used should vary. Variations in the learning process are variations in the

presentation of learning activities. Nowadays, technology offers a variety of learning

methods that facilitate students to learn and do the assignments conveniently (Pasaribu et

al., 2020). The application of various teaching methods can create creativity in learning

and can eliminate boredom in students. There are five items regarding teaching methods,

namely knowing, understanding, responding, describing and applying. The five items are

inputs for the teachers so that they can design and review the online learning that has

been implemented so far. The purpose of learning is to instill knowledge in students;

whether good or not, students’ acceptance of the material presented depends on the

method used by the teacher in learning. This also cannot be separated from the teacher’s

own knowledge. The more knowledgeable a teacher is, the better he or she will be in

conveying learning to their students. With the implementation of varied learning

activities, it is hoped that learning will be more meaningful and optimal. Students

consistently show perseverance, enthusiasm and fully participate in learning activities

(Rusman, 2017).

2. Comfort of students in online learning

The results of this study stated that students are less comfortable with online

learning. The feeling of inconvenience represents dissatisfaction. For example,

communicating with teachers is often hampered by unstable networks, and abilities in

using the technology are still limited resulting in delays in joining lessons. Another

regrettable thing is that most teachers do not understand the barriers that prevent the start

of online learning or that affect it while it is ongoing. This may affect the effectiveness of

online learning. In response to this, it is necessary to implement blended learning in the

aims to enlarge the learning method in education areas. During the pandemic, the

implementation of blended learning might occur in certain remote areas in Indonesia. The

pandemic situation could be controlled because of the less density of population in

remote areas and also by the strict application of health protocols: washing hands

frequently, wearing masks all the time, and keeping a distance from one another

(Garrison & Kanuka, 2004). Many other academic reports have confirmed the beneficial

impact of blended learning and can increase academic success (Alipour, 2020). In

addition, the use of blended learning can increase student engagement to stay active in

learning, thereby strengthening their role in their education as learners (Mosca, 2010;

Vernadakis et al., 2011). So the problem of inconvenience in online learning can be

overcome by implementing blended learning so that even amid COVID 19, education is

still effective.

3. Learning Motivation in online learning

Motivation is the most important factor in learning. Motivation affects the achievement

of student learning success and serves as an impetus to carry out learning activities. There

are two types of learning motivation. The first is extrinsic motivation, which refers to all

factors from outside that play a role in achieving learning goals such as facilities,

teachers, and the process of implementing the learning. And intrinsic motivation is a

factor from the students themselves such as interest, feelings of pleasure, and desire

(Ryan & Deci, 2000). According to students in remote areas, online learning is less able

to motivate students to learn. This is evidenced by students’ answers to the survey

questions provided by the researchers. Students are not enthusiastic about online learning;
they do not do assignments and do not submit assignments within the time that has been

determined; they do not do study groups without the assistance of their teacher. This

could be due to inadequate facilities, exhausted Internet packages or even students who

cannot afford packages, and bad Internet network infrastructure. All these can cause a

lack of motivation to learn in students. In summary, situations like this have a major

impact on the way students learn and can lead to disappointing performance. Recent

studies have shown that student engagement in virtual teaching is often of a lower quality

than face-to-face teaching (Dibner, 2020; Lan & Hew, 2020). This should get the

teacher's attention. Teachers, as key holders in learning, can do various creative ways to

make learning more interesting so that students are motivated to learn. In this case, it can

be done, either through the use of various media, methods or learning models. All of

them are important factors in making learning effective. This study contributes to the

understanding that learning motivation is influenced by the extent to which learning is

carried out effectively.

4. Effective online learning

In this era, technology offers several advantages to assist human mobility

practically. Besides, it also supports human communication and its efficiency,

particularly the existence of cellular technology to facilitate rapid human connectivity

(Song, Karimi, & Kim, 2015). During the COVID-19 pandemic, all schools in Indonesia

used the Internet network to send messages to students (online learning). In other words,

online learning tools that include technology support the independent learning process

(Dunlap & Lowenthal, 2011). However, in using technology, it is also necessary to

consider students’ perceptions. The results indicate that students in remote areas better
recognized the effectiveness of face-to-face learning. As the aforementioned results

related to the indicators suggest, students had several obstacles during online learning.

The transformation of face-to-face into online learning affects the students’ learning

process badly, for instance, the limitation of social interaction. In this case, the teacher is

encouraged to think seriously about creative solutions to this problem to reach the

teaching goals. E-learning plays an essential role in developing a meaningful educational

experience for students. If well-designed materials and learning are implemented to the

right technology and curriculum, it will produce satisfying learning goals (Kidd, 2009).

The positive impact of e-learning on student satisfaction lies in its functionality,

reliability, ease of use, data quality, flexibility, portability, and integration (Chiu, Chiu,

and Chang 2007). According to the previous explanations, students generally have

more fun when learning is done face to face. With face-to-face learning, students can

directly get answers to their curiosity about the material being studied. After conducting

this research, the assumptions about the displeasure or reduced effectiveness of online

learning in this area were proved correct and significant. Times have changed. With the

COVID-19 pandemic, students and teachers are required to use technology in learning

since the earning must now be done remotely to prevent crowds from gathering and , to

break the chain of the pandemic. Willingly or unwillingly, online learning must be

practiced. The results of this research indicate that online learning is less effective

according to the perception of students in remote areas.

The COVID-19 pandemic has had a major impact on various aspects of peoples’

lives, namely in the economic, socio-cultural, and educational aspects. It is a global

problem affecting educational institutions. Since the start of this pandemic, it has caused
shock and disruption to students. The pandemic has forced schools to close and lessons

that were carried out face-to-face have shifted to the online world. The use of the Internet

and many other significant technologies to create materials for educational purposes,

educational distribution, and program management constitute online learning (Fry, 2001).

All educators are asked to make a transition, due to the closure of school buildings. There

is no other choice but to apply online learning; even though many feel unprepared during

this transitional period, students must adjust themselves while trying to build meaning

amid various challenges related to the pandemic. Even though learning is carried out

online, it is hoped that learning outcomes will remain maximal. There is some evidence

that online learning can lead to higher student success (Kurucay & Inan, 2017).

A great amount of evidence indicates that there is no substantial difference in the

efficacy of well-designed online learning relative to well-designed face-to-face learning

(Clark, 2007). However, the reality is not as expected since not all students respond

positively to the implementation of online learning. Today, the majority of colleges and

universities still face virtual learning difficulties (Talidong & Toquero, 2020). For

example, not all educators and students can use e-learning applications, especially those

in remote areas. They feel that they are not optimal in learning. During online learning,

they deal with several obstacles such as more assignments that make them feel burdened.

This happens since teachers or lecturers in charge assign them two or three tasks for

every lesson. Additionally, network connection disturbance in rural areas affects their

attendance of online learning. Online learning also influences the students’ motivation in

doing assignments. Therefore, the objectives of online learning goals are not always

achieved effectively. Students who succeed in learning are those who are active and
always follow the learning. Parents of students also confirmed that their children were too

lazy to learn online. Most of them show unsatisfactory results. For example, performance

in learning is decreased compared to face-to-face learning. Some students quit school and

do not continue their education. This situation gives a bad picture of the learning attitudes

of students. In Anna Ya Ni’s it is suggested that the use of the video chat software Zoom

has the greatest potential to improve classes in order to meet student concerns. Zoom is

one of the most frequently used applications in online learning to replace conventional

face-to-face classes (Ni, Wart, Medina, Collins, Kimberly, & Pei, 2020). It turns out that

technology is used as a tool or media in learning which cannot replace face-to-face

interactions between teachers and students (Miller, 2020). The obstacles of online

learning in rural areas encourage researchers to conduct this research. Therefore, the

objective of this research is to identify the students’ perception of the effectiveness of

online learning. The researchers wanted to gain a deep and detailed understanding of

students' online learning experiences. Based on the support they gained during the

learning process and satisfaction with the learning facilities used. The findings of our

research, both strengths and weaknesses, will be valuable inputs for institutions to

improve the quality of distance learning by adjusting to the needs and conditions of

students in remote areas (Harefa and Sihombing, 2022).

E-learning or most commonly known as online learning is defined as using

information technology to improve the quality of education. Currently, online teaching is

commonly used in the training of undergraduates—not as a sole method, but combined

with the traditional teacher-led approach. The success of e-learning depends on many

factors, including accessibility, usage of appropriate methods, course content, and

disadvantages for both students and teachers. Besides the epidemiological benefits of e-

learning during the COVID-19 pandemic, other benefits worth mentioning include

increased convenience, access to resources regardless of location and time, and reduction

of costs and air pollution, for example, carbon dioxide emission because of the reduction

in traffic. Online classes also have limitations, including problems with internet access,

poor internet connection quality, and insufficient digital skills of the respondents. Some

benefits such as time flexibility can also be a limitation, especially for students who have

difficulties with self-discipline.

E-learning requires a reliable internet connection and the necessary hardware and

software. Both students and teachers must be familiar with the equipment and they should

receive technical support and guidance from the IT department before and during an

online course. Self-learning requires the student to maintain self-discipline, which can be

difficult without direct supervision from the teacher. Poor interaction between learners

and facilitators, and a lack of clarity of the purpose and goals of the learning can impede

the learning process. Stacey and Gerbic (2008), advocated that students’ maturity might

increase their degree of self-discipline, which is consistent with findings in our study

(Bączek et. al, 2021).

Faculty and students encountered challenges such as technology, workload,

digital competence, and compatibility. They concluded that education would become

hybrid, face-to-face, and online instructions (Adedoyin and Soykan, 2020). A study to

verify the usage of online learning platforms in teaching clinical medical courses was

conducted. They found that the rate of student satisfaction is 26% (Al-Balas et al., 2020).
There is a slew of advantages and disadvantages of online learning. The benefits include

efficiency, cost-effectiveness, and 24 h access, while the disadvantages are technical

issues, lack of interaction, and training (Gautam, 2020). Rayan, 2020 proposed ways to

overcome the disadvantages of online learning by encouraging shy students to participate

and provoke students’ online class attendance. Understanding such issues will help to

deliver adequate online education. Online encourages shy students to participate and

improve students’ attendance, while it also triggers a lack of social interaction that affects

students.

Online learning has a vital role in learning during the crisis. Moreover, having

properly maintained the technical infrastructure is required for its success at schools and

universities (Nikdel Teymori and Fardin, 2020). Dhawan, 2020 scrutinizes online

learning’s strengths, weaknesses, opportunities, and threats (SWOT). He shows that crisis

highlights the role of technology competency in dealing with the global crisis and

facilitating learning. Therefore, schools should train students with the necessary IT skills.

Another study was conducted on male and female students’ satisfaction in using E-

learning portals in Malaysia. He found that there is a significant relationship between the

user’s satisfaction and E-learning. The satisfaction rate by both participants depends on

E-service quality and the information provided (Shahzad et al., 2020). The advantages of

online learning are as follows: flexibility, easy access, and interaction between learners

and their professors (Strayer University, 2020). The role and advantages of online

learning have accentuated that online learning has challenges as data privacy. Students’

private information is at risk since they use their computers and mobile phones to access
online portals. Universities should educate their staff and students about cybersecurity

and data privacy (Luxatia, 2020).

Results from the study conducted by Almahasees et.al, (2021), that the students

emphasized that they faced a set of challenges through online learning due to the abrupt

shift from face-to-face instruction to online instructions. Students’ responses showed that

they faced the following challenges. First, students faced a challenge in adapting

themselves to online learning. They could have such problems due to technical issues

such as the lack of IT competency. Second, students faced a challenge in having proper

access to the Internet for many reasons, such as the cost of having a fiber network, which

is not affordable for some students. The students also reported that they faced challenges

in managing their time and organizing their homework to submit their tasks. Moreover,

some of the students have shown that the lack of interaction is also considered a

challenge for students, reflecting on their progress and personalities. Moreover, they

added that adjusting online classes for students with special needs is a tremendous

challenge for deaf, hard of hearing, or disabilities. Furthermore, the study’s respondents

also indicated that online learning classes lack insufficient tools for student assessment.

Moreover, online learning classes do not let instructors identify the individual differences

between students quickly. More importantly, the study’s analysis showed that students

were concerned about their data privacy since using their laptops or mobile phones at

home, exposes their data to breaches.

Local Literature
 A study conducted by Ernie C. Avila et.al, (2021) entitled “Students’ Perception

on Online and Distance Learning and their Motivation and Learning Strategies in using

Educational Technologies during COVID-19 Pandemic” revealed that the students

perceived that distance learning is excellent and essential. However, their access to the

computer and other devices is limited. They perceived that their university branch's

online or distance learning is moderately successful and that the university and their

subject professors are moderately helpful in providing support and understanding during

this type of learning arrangement. Likewise, they are motivated to use the educational

technologies and perceived themselves to Often Utilized different learning strategies in

using educational technologies during the COVID-19 pandemic.

The Coronavirus 2019 (COVID-19) has shaken the educational systems in the

Philippines and all parts of the world. It created a series of pedagogical shifts that posed

opportunities and threats to the quality of education, especially on the over 2,000 Private

and State Universities and Colleges in the Philippines that cater to over 1.83 million

students in 2020. The sudden closure of basic and higher education institutions in the

country disrupts the academic calendars that resulted in online, distance, modular, and

flexible learning known as "New Normal." In the current academic year, all lessons are

taken virtually through various learning management systems, social media platforms,

and learning applications that are new to most teachers and students. Due to the sudden

closure of schools and the sudden transition to online learning, numerous issues on the

difficulties and challenges the faculty members and students face in the use of online

education were observed in connection to the concern on the quality of education

received by the latter. There was an increasing level of anxiety, study behavior, and
academic stress experienced by students. Depression, unhealthy diet, social isolation,

trouble sleeping, dissatisfaction, physical inactivity was observed aside from the other

biopsychosocial factors and issues affecting the mental health o educators and learners

such as increased eating and sleeping, increase or decrease of goal achievement, anxiety

due to extreme harmful media exposure. Thus, educators should study students' learning

strategies and motivation by integrating physical exercise or activities, healthy eating

practice, and finding a new hobby within their lesson and prospectus. The faculty

transition and adaption to the new normal teaching in higher education should be

addressed by training, administrative support, and professional development to improve

the promise of online and distance education. Aside from that, the Institutions of Higher

Education must also establish strategies and approaches to maintain mental balance

among students, thereby encouraging researches and researchers to focus on anxiety,

knowledge, personal coping strategies, and knowledge, and competence development

during the New Normal.

Likewise, since access to online resources, ownership of devices being used

during the online learning, identified the community, technological, domestic, individual,

and institutional barriers that affect the learner's adaptation to online and distance

learning. To address the said barriers, student-centered interventions among the college

students should be implemented among the HEIs to improve their motivation and

learning strategies, thereby motivating them to use educational technologies and

resources to improve their study habits and capacity for online learning. They also need

to foster the values of commitment, self-reliance, technological adaptation, and time

management. Also, instructors are recommended to avoid giving students with

their appreciation of the educational materials given to them during the Academic Year

being affected by this COVID-19 pandemic (Avila et.al, 2021).

Also to the study conducted by Custodio et.al, (2021) entitled “Exploring Filipino

Undergraduate Students' Perception on Social Media Usage for Online Learning During

the COVID-19 Pandemic” that COVID-19 pandemic has caused a drastic shift in the

education system around the world, with institutions suspending face-to-face mode of

learning and switching to online learning. This sudden shift has forced the education

sector to form alternatives by utilizing various online platforms as learning tools,

particularly social media sites. The present study aimed to identify the role of social

media in online learning and to explore the experiences of Filipino undergraduate

students in using social media for online learning amidst the COVID-19 pandemic. One-

on-one semi structured interviews were conducted across seven students from public and

private universities in the Philippines. This qualitative study used thematic analysis for

which results revealed that despite the benefits of using social media for online learning

such as accessibility, convenience, and instant communication, students encountered

many challenges in their online learning experience. Their work-life boundaries have also

been disrupted due to their academic and leisure activities sharing the same space via

social media. Despite these challenges, they felt that they had no choice but to accept the

current situation. Overall, participants reported that the use of social media may be a

good alternative for learning, but nonetheless considered as not entirely effective.

Overall, this study was able to explore the various experiences of Filipino

undergraduate students in terms of using social media for online learning during the
pandemic. COVID-19 pandemic has created unprecedented changes in the educational

landscape in the Philippines. Public and private universities have shifted to online

learning mode to resume classes for undergraduate students, which has drastically

changed the way students and teachers learn and communicate with each other. However,

as students continue their studies in their homes, they have also experienced several

challenges that have affected their daily routine and their mental health. They have

struggled concentrating on their lessons because of various internal and external factors,

and their exhaustion has led them to simply accept that this is the current state of the

education system. Nonetheless, positives can be taken from the findings in such a way

that participants are still able to find small ways to manage their student life and cope

with the challenges they encounter in the online setup (Custodio et.al, 2021).

Due to COVID-19, higher education institutions transitioned to online learning.

This study explored college students’ perceptions of their adoption, use, and acceptance

of emergency online learning. The factors analyzed were attitude, affect, and motivation;

perceived behavioral control (ease of use of technology, self-efficacy, and accessibility),

and cognitive engagement. Quantitative and qualitative data were collected from 270

students. The findings present how attitude, motivation, self-efficacy, and use of

technology play a significant role in the cognitive engagement and academic performance

of students. Also, participants preferred face-to-face learning over online learning. This

study presents suggestions on how to improve the acceptance of emergency online

learning(Aguilera-Hermida, A.P. ,2020).

There is some evidence to suggest that online learning during the pandemic

facilitated benefits. Gonzalez et al. (2020) analyzed students’ performance during

cohort from the previous year. Gonzalez et al. (2020) analyzed the results of specific tests

designed for both, the online and face-to-face modalities (this was part of a larger study

analyzing learning strategies). The authors found significant improvement in the scores of

both modalities, online and face-to-fae, when students were confined due to COVID-19.

Although there may be documented and objective improvements in performance, there is

not enough information about how COVID-19 measures (stay-at-home) and online

learning have affected the learning process from the students’ point of view.

This study explored the perception of college students about the use, adoption,

and acceptance of emergency online learning during the stay-at-home orders due to

COVID-19. Students, faculty members, and educational institutions should not be

confused thinking that online learning is the same as emergency online learning. Face-to-

face education has an overall ecosystem designed to support learners (learning centers,

co-curricular activities, libraries, etc.). Similarly, effective online education requires time

to identify and build (Hodges et al., 2020). During emergencies, (second wave of

COVID-19, hurricanes, war, and so on) it is important to remember that online or

blended instructional delivery has to be a creative and flexible emergent response to the

particular crisis, and requires more reflection and communication than any of the

previous educational experiences because it is unique to the emergency circumstances.

The findings showed that motivation, self-efficacy, and cognitive engagement decreased

after the transition, and only the use of technology increased. The crisis is not over, and

we need to adapt to the students’ responses and needs if we want them to continue and

have a positive higher education experience. Content is important, but without the proper
conditions, students may have a negative experience again and their cognitive

engagement can drop. Educators must be mindful of these circumstances and promote a

positive attitude, encourage motivation, and invite students to rely on their previous

knowledge. The more that members of higher education institutions understand the

circumstances students are facing, the better we can respond to them. Further work is

required to explore how inequalities may have impacted students’ learning opportunities

and outcomes. Some students did not have access to technological tools and/or their

family conditions limited their accessibility. More research is needed to reach out to this

population and understand the short and long-term effects that the pandemic may have

for them (drop-outs, failing classes, or the resources that they developed). This would be

the most effective way to create strategies and resources so that all students could

continue their education. Furthermore, it is imperative to understand how COVID-19

affected professors’ teaching styles and/or strategies. The professors’ experience may

also be interconnected with the students’ learning experiences. Faculty, administrators,

and students faced different challenges during the pandemic that may have had

repercussions in the teaching and learning processes (Aguilera-Hermida, A.P. ,2020).

Lastly, from the study conducted by Baticulon et al., (2020) entitled “Barriers to

Online Learning in the Time of COVID 19 : A National Survey of Medical Students

in the Philippines” revealed that Among 3,670 medical students, 3,421 (93%) owned a

smartphone and 3,043 (83%) had a laptop or desktop computer. To access online

resources, 2,916 (79%) had a postpaid internet subscription while 696 (19%) used

prepaid mobile data. Under prevailing conditions, only 1,505 students (41%) considered

themselves physically and mentally capable of engaging in online learning. Barriers were
classified under five categories: technological, individual, domestic, institutional, and

community barriers. Most frequently encountered were difficulty adjusting learning

styles, having to perform responsibilities at home, and poor communication between

educators and learners.

The coronavirus disease 2019 (COVID-19) pandemic has disrupted medical

education worldwide, and the Philippines is no exception. In mid-March, the Philippine

government placed its largest island Luzon and other major cities under lockdown,

ordering the suspension of classes in all levels. Halfway into the second semester,

medical schools had to cease all face-to-face learning activities and abruptly transition to

various forms of remote or online learning. Whether the original learning outcomes could

be attained, or if it is reasonable to expect such in a pandemic situation, has remained

unclear. There are no studies that describe the utilization of and current capacity for

online learning in Philippine medical schools. This is complicated further by marked

variability in medical curricula throughout the country (Baticulon et al., 2020).