Chapter 2

Review of Related Literature

2.1 During Pandemic Learning

The COVID-19 pandemic wreaked havoc on the planet in unthinkable

ways. Looking back over the last two years and the devastating effects of the

pandemic that continue to this day, it is clear that education was one of the

hardest hit areas. The globe, as well as educational institutions, were not

prepared to embrace the rapid change to online platforms.[1]

More than 200,000 corona-virus cases have been documented in

more than 160 nations, resulting in more than 8,000 deaths and leaving

several states struggling with severe outbreaks. The COVID-19 epidemic will

have a negative influence on some governments' efforts to increase education

spending. As a result, this is a catastrophe that requires immediate attention

and coordinated action on the part of all governments, stakeholders, and

communities.Due to calamities and continuing humanitarian crises, millions of

children miss school every day. The outbreak of COVID-19 has exacerbated

the plight of students in countries that have experienced or are experiencing

conflict or calamity. While the Global Campaign for Education (GCE)

recognizes the public health decision to close schools, we believe that

contingency measures should be in place to ensure that children have access

to education even in times of emergency. GCE believes that all students,

regardless of where they reside or their circumstances, have a right to

young people, and adults, and it must be a top priority from the start of any

and all emergency responses.Due to calamities and continuing humanitarian

crises, millions of children miss school every day. The outbreak of COVID-19

has exacerbated the plight of students in countries that have experienced or

are experiencing conflict or calamity. While the Global Campaign for

Education (GCE) recognizes the public health decision to close schools, we

believe that contingency measures should be in place to ensure that children

have access to education even in times of emergency. GCE believes that all

students, regardless of where they reside or their circumstances, have a right

to education. In an emergency, education is a fundamental right for children,

young people, and adults, and it must be a top priority from the start of any

and all emergency responses.Due to calamities and continuing humanitarian

crises, millions of children miss school every day. The outbreak of COVID-19

has exacerbated the plight of students in countries that have experienced or

are experiencing conflict or calamity. While the Global Campaign for

Education (GCE) recognizes the public health decision to close schools, we

believe that contingency measures should be in place to ensure that children

have access to education even in times of emergency. GCE believes that all

students, regardless of where they reside or their circumstances, have a right

to education. In an emergency, education is a fundamental right for children,

young people, and adults, and it must be a top priority from the start of any

and all emergency responses.[2]

2.2 Modes of Flexible Learning

practically all schools in the country have converted to flexible learning

choices since the pandemic began. According to the Department of Education

(DepEd), this is by far the best approach to adjust to the "New Normal Mode

of Learning," which involves using distant and blended learning resources, as

well as homeschooling strategies, until it is safe to do so. [2]

There are several flexible learning modalities that have been proven to

be particularly beneficial for the new normal. [2]

2.2.1 Modular Distance Learning

In this mode, students have the option of using self-learning modules

(SLMs) in physical form, which can be delivered to their stakeholders' homes

by school employees. This allows people who do not have access to the

Internet to continue studying even if they do not attend school.[2]

2.2.2 Online Distance Learning

Teachers will be responsible for facilitating synchronous sessions to

students with a stable Internet connection via video communication channels

in online distance learning. Students are required to devote time to doing,

finishing, and submitting assignments through their assigned learning

management system (LMS), just as they would in regular classes, but from

the comfort of their own homes. TV/Radio Based Learning: This refers to the

transformation of SLMs into multimedia assets that can be broadcast across

television and radio networks.[2]

already have basic entertainment gadgets at home, while schools may also

give supplementary learning resources in the form of CDs, USBs, and DVDs.

Students can then contact their teachers for help via phone or text message,

and professors can also visit students' homes on a regular basis if they like.[2]

2.2.3 Blended Learning

Blended learning is a type of education that combines traditional and

when it comes to characterizing this learning mode, the word "blended" is

already a dead giveaway. A hybrid of face-to-face and online distance

learning is used here, with the majority of learning tasks being completed by

students via online platforms and class discussions taking place during

periodic physical encounters in the school. This is currently only practicable in

locations where there are no community-wide limits on people's movement,

and when it is, strict social distance and personal hygiene norms are followed.

[2]

2.2.4 Homeschooling

In recent years, the concept of parents acting as educational facilitators

for their children has gained widespread acceptance as an alternative to

traditional schooling. Parents who choose this flexible learning option can

work with a regular school to have their children's knowledge credited

according to the school's criteria, leading to the granting of a certificate of

completion or graduation. Modules, worksheets, activity sheets, and the

utilization of devices are examples of platforms that will be employed.[2]

Persons who are interested in flexible learning are those who are

interested in learning in a variety of ways. E-learning and m-learning are two

separate types of learning as well as online education (i.e., flexible learning

provides learners with choices about where, when, and how learning occurs).

[3]

Wilson, Luanne, Boldeman, Ursula (2012) conducted a study on

“Exploring ICT Integration as a Tool to Engage Young People at a Flexible

Learning Centre”.

Flexible Learning Centres run by Edmund Rice Education Australia

(EREA) seek to provide a supportive learning environment for young people

who find themselves outside of the traditional secondary schooling system.

The Centres strive to provide a customised learning experience with an

emphasis on flexibility and individual choice, based on 21st-century learning

ideas.The availability of a broad curriculum allows young people to make

positive future life decisions and successfully move into employment and

further education. The goal of this study was to collaborate with Teaching

professionals at a Flexible Learning Centre in North Queensland, Australia,

are investigating the benefits of incorporating ICT in the form of Web 2.0 tools

to improve young people's engagement with science. The outcomes of this

case study imply that incorporating ICT into scientific instruction can help

disengaged young people rekindle their enthusiasm. This could have broader
consequences in terms of general concerns about the state of the

economy. In the secondary school years, students' interest in and

participation in science is high. [3]

Tucker, Richard; Morris, Gayle (2012) conducted a study on “By

Design: Negotiating Flexible Learning in the Built Environment Discipline”.

The term "flexible education" has been firmly entrenched among the

educational community. Despite the fact that the phrase is used in Australian

higher education discourse, a contentious term with a plethora of connotations

This study outlines a method for elucidating how the concept of flexible

education can be transformed into teaching models that are informed by the

demands of distinct academic contexts. Students and academics in the Built

Environment use a flexible learning "matching" tool to articulate their

understandings and preferences, bridging the gap between student

expectations of flexibility and their teacher's willingness and ability to provide

that flexibility within the constraints of the pedagogical context and teaching

resources. The findings provide educators in the Built Environment with a

solid foundation. Environment and other creative disciplines can be used to

navigate the complications of negotiating flexibility in a digital age. [3]

Identifying different types of learning styles and their impacts on

student learning has been a major field of study in distance education

(Ehrman, 1990; Riding & Cheema, 1991; Smith, 1997). From numerous

research studies, satisfying online learner’s learning style and preference was
considered a critical success factor for online instruction (Blickle, 1996; De

Raad, 1996; Goff & Ackerman, 1992; Vermunt, 1998; Wolfe & Johnson,

1995).

Among many studies focusing on cognitive style and learning preferences,

learner’s control of learning process was a frequently studied topic in distance

education because the online delivery medium has transferred control of

learning from instructor to each individual learner (El-Tigi & Branch, 1997).

While traditional classroom instruction requires learner to follow certain

sequence bounded by time, content, and place, online instruction allows

flexible learning modes so students can control their learning path, pace, and

contingencies of instruction (Hannafin, 1984).

The more the learners can control individual learning environment, the greater

chances the learners will motivate their own learning (Steinberg, 1989). [3]

As more adult learners seek for college education delivered through

distance education methods, satisfying the learning needs and preferences of

this learner population has become a major issue in online instruction. Higher

education institutions such as colleges and universities, however, have not

been fully meeting the adult learners learning needs to have more accessible,

flexible, and convenient ways to take classes. According to MacDonald,

Stodel, Farres, Breithaupt, and Gabriel (2001), the characteristics of adult

learners who will be best served by the benefits of online instruction are: a)

working adults, b) adults who cannot afford long leaves of absence, c) single

parents or economically disadvantaged adults, and d) those who need an

alternative way to study degree programs for economic, social, personal, or

viable option to satisfy such unique learning needs of adult learners. Among

various conditions for adult learners to control their own learning, learner’s self

control of the time, sequence, and pace of learning were identified as the

major learning preferences needed to be addressed in higher education (Lin &

Hsieh, 2001). Even though many studies have verified the effect of self-

control over the learning sequence and path during online learning, very few

empirical research studies have conducted to identify the effect of self-control

of learning schedule on the learning, application of learning, and instructional

experience of online learners. Here, the term ‘application of learning’ refers to

the degree to which learners use and apply learned knowledge and skills

during instruction or to current and future jobs. [4]

2.4 Problems Encountered by Students and Teachers in distance

education

With the help of expanding web-based platforms and technology,

distance education provides individuals with educational environments that

are independent of time and geography (Bilgiç & Tüzün, 2015). Institutions

use distance education for a variety of reasons, including accessing learning

and education, updating skill development, increasing cost effectiveness,

improving educational structure quality, balancing inequalities between age

groups, providing education to specific target groups, providing emergency

case training to target groups, expanding educational capacity in new subject

areas, and associating with other institutions (Moore & Kearsley, 2012).
Institutions, on the other hand, may run into roadblocks and issues when it

comes to technological integration. First-order (external) and second-order

(internal) hurdles to technological integration were highlighted by Ertmer

(1999). Equipment, education, access, time, and technical support are first-

order barriers, while pedagogy, belief, and personal preferences are second-

order barriers (specific to teachers). [4]

According to Davis, Gough, and Taylor (2019), student challenges to

online learning could include misreading of expectations, time management,

and interpersonal communication, whereas instructor barriers could include

expectations identification, feedback, and interpersonal relations.

O’Doherty, Dromey, Lougheed, Hannigan, Last and McGrath (2018)stated in

their research based on the literature that barriers to online learning in

medical training might be time limitations, weak technical skills, inadequate

infrastructure, lack of institutional strategies and support and negative

attitudes of everyone involved.Burns (2011) identified three obstacles to the

deployment of web-based distant education in teacher education: a lack of

high-speed internet and long-lasting technology, a lack of trainer and student

skills, and a lack of support services. [4]

In the literature, studies on the problems faced in learning

environments such as distance education, online learning, electronic learning,

are not adequate in number. The related studies have been conducted mostly

with administrators and managers (Berge & Muilenburg, 2000; Bilgiç & Tüzün,

2015; Durak, Çankaya & İzmirli, 2020), parents (Apriyanti, 2020), teachers
(Fauzi, Hermavan & Khusuma, 2020; Mailizar, Almanthari, Maulina & Bruce,

2020; Rasmitadila et al., 2020) and students (Botha, 2011; Guven, Kurum &

Sağlam, 2012; Leontyeva; 2018; Mahmud, 2010; Muilenburg & Berge, 2005;

Özüdoğru & Özüdoğru, 2017). [4]

There are few research on the challenges faced by students, parents,

teachers, and administrators in distance education during the Covid-19 period

in the literature. In their research, Apriyanti (2020) discovered that during the

Covid-19 pandemic, kindergarten and primary school parents face issues

such as being unable to guide their children to learn and children's lack of

concentration, unwillingness to learn, desire to go to school, inability to learn

online, and limited comprehension of the material. In their research, Fauzi et

al. (2020) discovered that instructors confront challenges in the Covid-19

epidemic, including a lack of opportunity, network and internet use, learning

planning, implementation, and evaluation, and engagement with parents.

Mailizar et al. (2020) discovered that the teacher, the school, the

curriculum, and the students all play a role. The four components of

challenges faced by instructors throughout the Covid-19 period were students,

students, students, and students, students, students, and students, students,

students, and students, students, students Rasmitadila et al. (2020) found that

teachers face problems in distance education implemented in the Covid-19

pandemic such as technical barriers, student’s conditioning, student’s

participation in education and online education experience. [4]

Coronavirus illness, commonly known as Covid-19, is a worldwide

health problem that has a significant impact on daily life, employment, and

educational systems. It initially surfaced in Wuhan, China, in December 2019.

On January 30, 2020, the World Health Organization (WHO) proclaimed

Covid-19 a global state of emergency, and on March 11, 2020, it was

declared a global pandemic. Specific limitations and procedures, including as

travel restrictions and the closure of restaurants, entertainment venues,

theaters, and cinemas, have been enforced on occasion in order to curb the

spread of this life-threatening infection. One of these constraints is the lack of

face-to-face instruction. Distance education has been utilized to limit contact

while yet allowing students to finish their education.Distance education has

begun to be applied in this manner, ranging from preschool to higher

education. [5]

Institutions, administrators, educators, students, and even parents

have found themselves unprepared in the remote education process as a

result of the Covid-19 pandemic. Schools have been driven into a flow of

learning that is full of complexity and restrictions as they transition from face-

to-face teaching methods to more indirect ways (Rasmitadila, 2020).The

school, teachers, and kids have all benefited greatly from this procedure

(Mailizar et al., 2020). Individuals have invariably encountered distinct

difficulties and hurdles in institutions during this process. School closures, a

lack of equipment to engage in classes, being unable to access online

time have all had psychological effects on students (Apriyanti, 2020).Another

thing to examine is educational institutions' insufficient technical infrastructure.

Such elements are a barrier to the educational program's success.

Problems must be revealed in order to succeed in distance education.

It is critical to expose these issues in order to remove, reduce, or eliminate

barriers in future distance education implementations. Furthermore, pre-

service teachers may be required to provide their classes via online education

in their future careers. Their opinions toward future distance education may be

influenced by their distance education experiences. As a result, it is critical to

investigate the distant education process. [5]

2.6 The Student-Teacher Interaction in Flexible Learning

In a distant learning environment, a student's skill and willingness to

self-monitor and accurately evaluate content knowledge and request help as

needed may be a critical variable that influences both learning and

performance. Processes of teaching in a distant learning context, instructors

don't have immediate access to their students' verbal and nonverbal

comments. In a traditional learning context, this feedback allows the teacher

to employ using verbal and nonverbal cues, they can adapt the instructional

process in real time to match the needs of their students. In reaction to

students' perplexed expressions and off-task conduct, good instructors will

frequently reorganize and repeat content.

learning instructors are unable to monitor, decode, and use student comments

at the same time. In a synchronous distance learning environment, the

instructor frequently stops teaching to ask students if they comprehended the

subject delivered (Offir et al, 2003).[5]

In distant learning, students' usage of communication tools is critical.

Many students have already built and use forums, discussion lists, and

bulletin boards on their own initiative. Obviously, the E-mail is the most

significant way of contact between students and teachers. Even if they do not

have access to a computer at home, the majority of pupils can read e-mails.

However, some students who have access to both a computer and an e-mail

account at home prefer to send their written assignments by normal mail. This

is partly due to the fact that letter submission is deemed more "formal" than e-

mail submission.

2.7 Common Problems that Students-Teacher encountered in Flexible

Learning Modalities

Despite providing obstacles for both teachers and students, the newest

generation of education, is already putting on a good show. While teachers

must devote significant time and effort to developing training, students must

acquire technical skills in order to decode course material. There are five

frequent challenges that students confront in eLearning classes that must be

addressed by appropriate initiatives for the students' long-term benefit.

when they go from traditional classroom and face-to-face instructor training to

computer-based training in a virtual classroom. Their intolerance to change

prevents them from adapting to the online learning environment, whereas

getting used to Course Management Systems (CMS) and computer-based

education methods takes time. In a traditional classroom, passive listening

and taking notes are expected, while online debates or building a web page

necessitate active action.Students with a "conventional" attitude have a hard

time adapting; nonetheless, they must accept the new learning environment

with an open mind and heart. Understanding the advantages of eLearning and

even discussing them with peers may help students change their opinions and

better prepare for online classes. [6]

2.7.1 Technical Issues

Many students do not have the high bandwidth or robust internet

connection required for online courses, and as a result, they fall behind their

virtual classmates: their poor monitors make it difficult to follow the Course

Management System, and their learning experience suffers. Furthermore, the

majority of them live off campus and find it difficult to keep up with the

course's technical requirements. Some of them don't even possess computers

and seek technical support from Learning Resource Centers. The best way to

solve this problem is to know exactly what kind of technology support they'll

need before enrolling in a course, as well as adequately equipping

themselves to complete it successfully.

Despite the fact that pupils are generally tech knowledgeable and thus

capable of managing computers, computer literacy is a serious issue among

today's students. Many of them are unable to use basic programs like

Microsoft Word and PowerPoint, and hence are unable to manage their

data. Furthermore, many students find it difficult to solve simple computer

difficulties since they lack knowledge in this field. Technological competency,

on the other hand, is required for students to take online courses because it

allows them to handle their assignments and courseware without difficulty.

Students' knowledge of the area is enhanced by basic computer literacy

courses; having a basic understanding of computer hardware would allow

them to engage in online classes without delays and hindrances. [6]

2.7.3 Time Management

Online courses require a lot of time and intensive work, so time

management is a difficult task for eLearners. Furthermore, while most people

prefer web-based learning programs because of their flexibility in terms of

location and time, they rarely have the time to complete the courses due to

their different daily obligations. These students would benefit greatly from a

regular schedule planner in which they could set reminders for their classes

and homework. [6]

2.7.4 Self-Motivation

Self-motivation is an important aspect of eLearning, but many online

students, to their surprise, lack it. Many students fall behind after enrolling in
distant learning courses and consider leaving up because the challenges of

navigating a technology medium appear overwhelming. Students must find

the drive to follow new educational trends as well as effectively prepare

themselves for future educational and job obstacles. Only a positive attitude

can help them overcome the problems of eLearning; while this is difficult to do

in practice, students must recognize that it is required in order to reap the

benefits of eLearning in the future.[6]