Republic of the Philippines

UNIVERSITY OF EASTERN PHILIPPINES

ONLINE EDUCATION’S
EFFECT
ON LEARNING
(Research Project Presentation)

Prepared by:

Cerse, Martino T.
Horca, Arjane V.
Pasquito, Desiree
Paderan, Mary Jane
Siervo, Jackelyn
Surio, Marvin T.
Tenedero, Lyka

Submitted to:

Mar Riel Abuke

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 S.Y 2022-2023

Abstract
How to ensure the quality of online learning in institutions of higher education has

been a growing concern during the past several years. While several studies have focused on

the perceptions of faculty and administrators, there has been a paucity of research conducted

on students’ perceptions toward the quality of online education. This study utilized qualitative

methods to investigate the perceptions of students from two universities and one community

college regarding the quality of online education based on their own online learning

experiences.

Survey questionnaire were conducted with twenty students. Various documents were

collected, digital and printed. Positive and negative experiences of students were examined.

Factors that contribute to those experiences were also identified. The findings of this research

revealed that flexibility, cost-effectiveness, electronic research availability, ease of connection

to the Internet, and well-designed class interface were students’ positive experiences.

The students’ negative experiences were caused by delayed feedback from instructors,

unavailable technical support from instructors, lack of self-regulation and self-motivation, the

sense of isolation, monotonous instructional methods, and poorly-designed course content the

findings can be used by instructors to understand students’ perceptions regarding online

learning, and ultimately improve their online instructional practices.

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Introduction
Individual and the society have seen education as the key to success in life. In all

human societies past and present, education has been instrumental that impacts positively to

human. Thus, education is a behavioural characteristic. It improves skill, attitude, belief,

knowledge, ability to reason, and any other form that enable one to adjust and interact

effectively with other individuals. But, because of the happenings that society is facing today,

everything settled to its limits and this includes the education.

The year 2020 has been a challenge to everyone; people experienced and faced a lot of

obstacles because of the virus called COVID-19. It is easily transmitted and sometimes can be

a lethal to the infected. Everyone’s live were affected, especially students, but Department of

Education developed ways to teach their students during that year to monitor the progress of

the learners by developing a new teaching methods like, online class and modular.

In the light of the aforementioned studies, online learning is effective in certain places.

However, obstacles and challenges in the implementation of online learning remain. Among

these, poor internet access in schools, campuses and residential areas, the cost of internet

packages, issues with technological facilities, and students' attitudes are highlighted. To

address them, existing infrastructures should be upgraded to enhance the effectiveness of

online learning for students. Therefore, all stakeholders, particularly educators and students,

need to adapt to this new norm. This adaptability is defined by the capacity to transform

current behaviour in response to a new situation. In other words, whether they want to or not,

educators and students should strive to increase their knowledge of technology to manage

their studies effectively. This is particularly important as part of learning new technological

approaches to education.

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 In response to these issues, this study assesses the effectiveness of online learning and

considers the challenges that it presents to pupils’ abilities to learn.

According to Ratheeswari (2018), in the digital age, the use of Information and

Communications Technology (ICT) allows students to learn and apply the skills that they

need in the 21st Century. Furthermore, online learning is the best medium by which to ensure

the continuity of students’ learning during the COVID-19 pandemic (Ariffin et al., 2020;

Fauziana, 2020; Mansor et al., 2021; Raheim, 2020; Samat et al., 2020). Many researchers

proved that the online learning become most popular form of distance education today. In this

study explore about the online education's effect on learning and how it bring advantages or

disadvantages for them.

The advantages of online education on learning of the students is they are moulding to

be flexible to decide on what they want to learn, when they want to learn, at what pace they

want to learn, and what they would like to learn. While the disadvantages is that: no physical

interaction, less motivation and dealing with focus and concentration in studying via online

learning is also a problem because students can easily divert their attention to numerous

distribution such as using gadgets, household chores, friends, and environment.

The main purpose of this study is to identify the Online Education's Effect on

Learning to the Academic Performance of the students. This study was carefully planned for

the students to learn the significant of education whether it's online or not.

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Purpose of the Study
Although the literature regarding online education is expanding, studies related to the

quality of online education are limited. Among those examined, few researchers have

examined the quality of online education from the students’ perspective. Therefore, there is a

need to investigate students’ perceptions towards the quality of online education. The purpose

of this study was to examine the quality of existing online education courses that utilize the

Internet as the primary instructional delivery method. The focus of this study was to examine

students’ perceptions of the quality of online education. The findings of this study may

contribute to the literature of online education in terms of quality assurance. The results

should hopefully enable institutions offering online education to evaluate their programs

based on the findings and the recommendations in this study

Research Question
Answers to the following research question were sought in this study.

1. What is the experience of students who are receiving online education? How do they

perceive the quality of online education from their experiences?

2. What are factors that have shaped students online education experience? How do those

factors contribute to the quality of online education?

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Review of Literature
Online learning (e-learning) describes any form of pedagogy delivered using digital

technology. Such methods incorporate visual graphics, text, animations, videos and audio. In

addition, online pedagogy can also facilitate group learning, and the assistance of instructors

within specific fields (Wan Aziaris, 2015).

For the purpose of this study, online learning is defined as a teaching and learning

process between teachers and students that involves various digital mediums, such as 'Google

Meet', 'Zoom', and 'Google Classroom'. In addition, online learning does not refer to direct

learning alone. Any assignments or activities, provided by the teacher online, are considered

part of online learning.

According to Ratheeswari (2018), in the digital age, the use of Information and

Communications Technology (ICT) allows students to learn and apply the skills that they

need in the 21st Century. Furthermore, online learning is the best medium by which to ensure

the continuity of students’ learning during the COVID-19 pandemic (Ariffin et al., 2020;

Fauziana, 2020; Mansor et al., 2021; Raheim, 2020; Samat et al., 2020). According to Pusvyta

Sari (2015), online learning is an alternative pedagogy for the era of technological

development and communication, and students in particular need to adapt.

According to Mat Dawi et al. (2016) found that, in the midst of globalisation and the

advancement of ICT, technology-based and online learning is highly encouraged. The

management of pedagogical processes should be conducted creatively and undergo innovation

to facilitate interaction between teachers and students. By interacting online, instructors and

educators remain connected with their students notwithstanding being in different locations

(Hussin, 2017). Technology-based teaching and learning techniques should be applied within

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schools and universities by public or private agencies. These methods should be implemented

in accordance with the requirements of digital learning, and participants should experience

constant interaction without the need for face-to-face communication (Duff, 2008). Various

educational technologies should be employed to ensure that students feel excited to learn, and

to resolve any discrepancies between the consistencies of students’ learning experiences

online, as opposed to face-to-face. Interactive online learning allows students to uncover new

information by exploring digital libraries and websites. As further technologies are introduced

to the field of education, distance learning facilitates the global dissemination of information

and knowledge (Hasifah, 2020). She contends that online learning is important because it can

enable more effective self-learning. Students can choose the time they spend, the content they

learn, and the direction of their learning. Students also have the opportunity to revisit

challenging topics until they feel confident in their understanding. Furthermore, online

learning allows students to study in a “safe” environment, without experiencing

embarrassment about asking questions.

According to Harrison (2018), young children can access pictures and videos, navigate

'Youtube', and interact and participate in games and digital applications that are suited to their

age. Generations Y and Z evidently possess the greatest experience of ICT facilities, thereby

making it easier for these groups to utilise online learning. According to Fauziana (2020),

students can revisit their lessons by re-watching recordings made by the educator, and obtain

information from books or using the internet to strengthen their knowledge. Educators and

students can also conduct bilateral communication, as messages can be exchanged during a

lecture using the meeting software’s chat column, 'Google meet', 'Facebook', video calls or

phone calls. Students can also review their lessons using Google Classroom channels. This is

particularly useful for students expecting to take the following examinations.

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Methods
In this study descriptive qualitative design where 20 students as participate from

University of Eastern Philippines. They were given a questionnaire as an instrument to dig up,

how their teachers deliver their material in online learning, the process of online learning, and

the effect of online learning to the student’s achievement. The questionnaire was contents 13

items. It divided into open ended and closed ended questions for teacher. Liker formatted test

was used in this study. This study used a Liker scale of 1-5, with the value of 1-strongly

disagrees, 2-disagree, 3- neutral, 4- agree, and 5-strongly disagree. And open ended

questionnaire explained.

Research design the design selected for this research study was qualitative in nature using

interviews, observations, and documents. Qualitative research provides an understanding of a

situation or phenomenon that tells the story rather than determining cause and effect (Fraenkel

& Wallen, 2003; Glesne, 1999). Techniques for conducting qualitative research include

observations, interview, and document analysis.

Triangulation—putting together various types and pieces of information –can lead to a

better analysis or interpretation of a situation. According to Patton (1990), “Studies that use

only one method are more vulnerable to errors linked to that particular method than studies

that use multiple methods in which different types of data provide cross-data validity checks”

(p. 18). Interviews and observations are only two parts of that process.

Strengthening the information collected from observations and interviews with other

data is not essential, but desirable (Stake, 1995). The data collection techniques used in this

study consisted of the structured and unstructured interviews, observations, and

documentations.

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Results
Based on the result of questionnaire 80% of online learning is interesting for students,

only 3% they are disagree. 65% of students answer that online learning class are easier that

regular class and 5% answer not. 85% of students always prepare their learning with taking

notes or record it. 90% of students answer online learning practical for them. When talking

about the time of online learning 7% of students feel disturb and hurry but 70% are not. 75%

of students ask that online learning is cheaper than they should go to class, because they need

to pay for bus fare, lunch, clothes etc. 68% of students always join discussion along the online

learning. 75% of students feel more confidence joining online learning that face to face in

class. That’s why 60% of students think online learning can improve high quality of learning.

And 70% of the teacher always accommodates their students in learning.

Table 1. The Result of Students Questionnaire

Student Result

The questionnaire items 1 2 3 4 5

Online learning is interesting for you 3% 5% 80% 2%

Taking class online easier than a regular class 5% 30% 65% 10%

I always prepare myself before learning with 11% 85% 4%

The time of online learning for you, It’s 23% 70% 7%

I felt active and confidence with online learning 2% 78% 20%

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I think high-quality learning can take place 15% 25% 60%
without
interacting with teacher and students face-to-face
Teacher accommodate in online learning 30% 70%

The students answer about “the problems that they face during and after online

learning” 80 % of them said that it correlated with the signal of internet, because most of them

are stay in the village. In questionnaire about “teacher deliver the lesson very short and few,

how do you solve it” 70% of students answer they need to explore by themselves to find the

solution about the material given by the teacher. And for last questionnaire “did your teacher

always give feedback after you send video or assignment”, 65% of their teacher gives them

feedback about their assignments. The researchers believed this finding suggested that more

mature students with better independent learning skills were better candidates for online

learning.

Discussion
The majority of respondents expressed that they were qualified, confident and

comfortable using computers, and electronic communications equipment (such as

smartphones), during their online learning sessions. As explained in the Theory of Planned

Behaviour, Ajzen (2002) justified that perceived behavioural control which is contributed by

the perceived ease to use and perceived usefulness (Davis, 1989) have helped to develop a

sense of confidence and comfort for these students to use the electronic communication

equipment. Undeniably, the sudden closure of the school and the implementation of online

learning has provided personal experiences and encounters that shaped their attitudes towards

online learning. The familiarity with the gadgets and computers among these students might

be the reason why they felt comfortable and easy to learn via the online platforms.

According to Samat et al. (2020) supported that the readily available online platforms

that encourage social learning is found beneficial to enhance learning engagement between

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teachers and students, and students to students (Samat et al., 2020). Thus, this will create a

positive learning environment for students. Even though a number of students shared the

gadgets with their siblings and/or other family members, they were still able to adapt and

learn. Again, the exposure and familiarity to the gadgets from their surroundings have helped

to shape their behaviour to use the electronic communication equipment for learning (Ajzen,

2002). As a result, the students were still able to participate and develop their knowledge and

skills in using technology for online learning.

On the other hand, even though online learning is found as a suitable method of

learning in this current situation (Ariffin et al., 2020; Duff, 2008; Hussin, 2017; Pusvyta Sari,

2015; Raheim, 2020; Samat et al., 2020), the findings indicated that only a small percentage

of respondents felt they benefitted from online learning, and agreed that online learning did

not motivate them to enjoy learning.

Instead, they preferred conventional classroom methods. Hazwani et al. (2020)

similarly found that students’ motivation during online learning was low as this learning

required students to be selfmotivated and independent in their learning. In Samat et al.’s

(2020) study, they found that intrinsic motivation is a predictor of student’s intention to use

online learning. Therefore, teachers should play an important role in designing learning that is

engaging and interesting for students. Interestingly, the current study has uncovered that

students’ learning was affected by limited internet access because of poor infrastructure and

the high costs of internet packages. Most respondents noted that they did not have stable

internet access and were unable to participate in class without disruptions. We believe that

respondents’ place of residence (urban vs. rural) may explain some of these issues, as almost

40% of respondents live in rural areas. Facilitating conditions are undoubtedly pivotal to

students’ learning motivation (Rahiem, 2020; Samat et al., 2020). With such challenges faced

by these students, it was not surprising that their learning motivation was found to be ‘low’.

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 Furthermore, Adnan (2020) and Hazwani et al. (2020) claimed that online learning is

still new and unfavourable among students. Other than poor facilities at home, the unfamiliar

learning environment such as ‘different’ learning activities and tasks that were new to the

students might have affected their motivation to learn. As the tasks need to be completed

online, they might feel that most of the tasks, such as group discussions, and assignments

were challenging to be completed (Rahiem, 2020). These personal encounters affect how they

perceived their learning.

Recommendations
The researchers recommend the following:

1. Continue to conduct another study that would give a broader comprehension with regards

of this study focusing the Online Education's Effect on Learning.

2. The future researcher may use the finding of this research to promote the importance of

education despite of changes in our surrounding.

Limitations
This study was mainly concerned and limited only on “Online Education’s Effect

On Learning” among the students of BS Community Development, of University of Eastern

Philippines. The respondents of this study where the 2nd year students only in the BS

Community Development.

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Conclusion
In conclusion, online education’s effect

on learning is impacting the pedagogical methods of academic institutions in the University of

Eastern Philippines. Schools, colleges, and universities are forced to conduct lectures and

classes online, as an alternative method by which to continue students’ learning. While online

learning has been proven to support the health of students during the pandemic, it is not as

effective as conventional learning.

Additionally, the lack of a robust online infrastructure may impede the effectiveness

of online learning. Teachers must improve students’ experience of online learning by utilising

effective pedagogical methods. Concurrently, the government must take responsibility and

improve the existing online infrastructure and facilities. Nevertheless, support within school

communities, and among parents and school administrators, is vital to ensure the success of

online learning.

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References
Ratheeswari, K. (2018). Information Communication Technology in Education. Journal of
Applied and Advanced Research. 3. 45. DOI: 10.21839/jaar.2018.v3iS1.169.
Pusvyta, S. (2015). Memotivasi belajar dengan menggunakan E-Learning. Jurnal Ummul
Quro, 6(2), 20.
Zulaikha Mohd Basar1
, Azlin Norhaini Mansor2
, Khairul Azhar Jamaludin3*
, Bity Salwana Alias4
Ajzen, I. (2002). Perceived behavioral control, self-efficacy, locus of control, and the theory
of planned
behavior. Journal of Applied 425 Social Psychology, 32(4), 665.
Nopa Yusnilita
University of Baturaja
(Nurul Haidah et al., 2020)

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