CHAPTER I

The Problem and Its Setting

Background of the Study

The Covid-19 pandemic has created the largest disruption of education systems in human

history, affecting nearly 1.6 billion learning spaces have impact more than 94 percent of the world’s

student’s population. Moreover, online class is conducted over the internet they are generally

conducted through online learning management system, in which students can view their course

syllabus and academic progress, as well as communicate with fellow student and their course

instructor. The role of technology in our educational system is still an evolving issue. The notion of

adding multimedia opportunities in the daily classroom activities of students cannot be applauded

enough.

Sadly, many times the use of technology for the sake of using it gets in the way of

emphasizing the learning outcomes. Further education of our teachers through training and

development is one of the more consistent ways in which this issue may be addressed. With the

evolution of online education, many of the assumptions of the adult learner can be met with proper

preparation. Found that while learning styles had very little to do with the interactivity in an online

environment, she did conclude that the ways in which we design our online environments through

sound adherence to learning outcomes and design methodologies can contribute more to a good

online experience than merely attending to a presentation focus.

Returning once again to the assumptions of the adult learner, and the technology of online

education; firstly, an independent self-concept and who can direct his or her own learning can be

accomplished through sound instructional design and having opportunities for the learner to have

access to immediate feedback for tasks relating to scaffolding where the adult learner prefers

guidance for relevance. Secondly, the life experience that the adult learner comes to the class with

needs to be tapped into for classroom sharing. This helps to set boundaries on the class

environment and help the learners to determine their specific fit within the context of the course.
1
Third, “learning needs closely related to changing social roles” can be attended to through in an

online learning environment though developing relevancy in the content. Showing the learners how

what is being presented fits in to the larger scheme of things in real-world context. This notion also

dovetails into the fourth assumption that learning “is problem-centered” and the adult learner is

interested in immediate application of knowledge. How learning is applied outside of the classroom

environment is an important issue with the adult learning community. The researcher wants to

found out the online learning barriers and its effect towards online learners.

According to the Department of Education (DepEd) has published the findings of a detailed

review on the state and usage of edtech in schools. Produced in line with the government’s (2019)

edtech strategy, the DepEd commissioned Cooper Gibson Research (CGR) to conduct the survey

as part of its vision to help schools and colleges across the UK maximize the use of technology in

the classroom. Fieldwork for the survey took place between (November 2020 and January 2021),

during a period where schools were open but the majority of students were learning from home

due to the national lockdown. On top of informing the government on steps to take to help schools

embed and use technology to support cost savings, workload reductions and boost student

outcomes, the report provides an overview of the sector to help with the development of tools and

solutions that suit schools’ current needs.

As stated by Genna Ash –Brown there is a pressing need to critically evaluate and monitor

higher education’s responses to the lockdown in Africa, especially in relation to teaching and

learning remotely, says Daniela Gachago, an associate professor in the Centre for Innovation in

Learning and Teaching at the University of Cape Town, South Africa. She was speaking at a

virtual event that formed part of the Southern African Regional Universities Association (SARUA)

colloquium series, which focused on digital transformation in teaching and learning. “What needs

to change is for institutional managements to think critically about equity and quality,” said

Gachago on 4 June in her virtual presentation titled ‘Towards compassionate learning design for

unsettling times’. “But the question is, what do we know about students as we continue advocating

for online learning? Do we have enough feedback of what the students want? Of what kind of
2
trauma, they have as a result of COVID?” she asked. According to her, it is, therefore, important

for higher learning institutions to “humanize online teaching and learning” and support this by four

interwoven principles: trust, presence, awareness and empathy. In South Africa, 300 academics in

2020 signed a statement challenging the narrative of university managements that 2020 was a

success. In fact, they accused managements of being blind to the damage brought about by the

COVID-19 measures, saying online will have terrible consequences for tertiary education. “Online

teaching is not just transferring information but [about] creating a relationship. It is crucial to realise

that students are isolated. One of the biggest challenges that has caused a lot of conversation is

the lack of trust between the students and lecturers, the student experience at the University has

been largely relegated to Zoom meetings and recorded lectures. But the novel prevalence of

online technology in the University curriculum has provided a chance for the University to examine

how it educates and challenges faculty and students alike.

As COVID-19 positivity rates decline nationally and more community members get

vaccinated, a question remains: Moving forward, how does online learning fit into the Brown

experience? “There had been this wave that had been going on in recent years of online education

and seeing as a complement to the residential experience,” Provost Richard Locke P’18 told The

Herald. However, throughout the covid-19 pandemic, academic institutions have faced a multitude

of hurdles. With the cancellation of in-person classes, traditional academic environments were

flipped on their heads. This was especially challenging for younger students, who may not be as

capable of learning independently. But students of all ages, say experts, benefit from interacting

with others as they make their way through middle and high school.

Students have had to adapt to new ways of learning which is no small feat, especially as

remote learning was something most students probably did not have experience with pre-

pandemic. For many, this meant quickly adapting to using digital technologies like online learning

platforms, as well as developing their self-motivation. This also included learning how to build

relationships and engage with teachers and friends through virtual means, says Anna Alejo 2019

an education consultant to the World Bank. That online learning can have a potentially negative
3
impact on a child's socio-emotional development. “In addition to its effect on learning outcomes,

remote learning may affect the way students build socio-emotional skills like self-motivation, self-

control and forming positive relationships.

Statement of the Problem

Generally, this study aims to know the ‘’ Online learning barriers and its effect towards

online learners among criminology students of South East Asian Institute of Technology, Inc.

1. To determine the demographic profile of the respondent s in terms of;

1.1 Year level

1.2 Gender

1.3 Race

2. To determine the online learning barriers towards online learners in terms of:

2.1 Technological resources

2.2 Communication

2.3 Learning style

2.4 Performing the responsibilities at home

3. To determine the effects of online learning barriers towards online learners in terms of;

3.1 Academic performance:

3.2 Characteristics

4. Is there a significant effect of online barriers towards online learning in criminology students of

South East Asian Institute of Technology, Inc.?

4
Hypothesis

There is no significant difference between online learning barriers and its effect towards

online learners in South East Asian Institute of Technology, Inc.

Theoretical Framework

According to Anderson (2010) a provocative chapter of The Theory and Practice of

Online Learning, examines whether a common theory for online education can be developed.

While recognizing in that as a difficult, and perhaps fruitless, task, he nonetheless examines

possibilities and proposes his own theory which he admits is not complete. The purpose of this

article is to examine theoretical frameworks relevant to the pedagogical aspects of online

education. It starts with a consideration of learning theories and funnels down to their specific

application to online education. The article concludes with a proposal for an integrated model for

online education based on pedagogical purpose. Learning Theory Learning theory is meant to

explain and help us understand how people learn.

However, the literature is complex and extensive enough to fill entire sections of a library. It

involves multiple disciplines, including psychology, sociology, neuroscience, and of course,

education. Three of the more popular learning theories—barriers, cognitivism, and social

constructivism will be highlighted to form the foundation for further discussion. Mention will also be

made of several other learning theories that are relevant to online education. Before reviewing

these theories, it will be worthwhile to have a brief discussion of the term theory itself. Theory is

defined as a set of statements, principles, or ideas that relate to a particular subject. A theory

usually describes, explains, and/or predicts phenomena. The definition of theory also varies

depending upon disciplines, especially when related to the term mode

The entire learning ecosystem was collectively put into question and organizational

strategies that used to work now faced wide barriers In these confusing times, an abiding hope for

5
the future, an urge to grow amidst the churn and gloom, and an effort to feel (somewhat) in control

drove so many of us to focus on self-development: we all know stories of incredible weight loss,

new fitness regime, an embracing of new passions, such as cooking, or the determined rise in up

skilling and deskilling. An entrepreneur, I was fortunate enough to not only survive but thrive this

year at Harappa. This progress that so often seemed almost impossible, or much too daunting. I

was able to grow my startup almost three times in team strength, and have achieved all our

business goals. Managing the above has been thrilling and intense enough, but what's been most

exciting is the many insights I’ve gained about online learning. These insights are a nod to the year

when so many of us became online learners for the first time. threw curveballs (2020)

As the popularity of the Internet grows, so does the potential for online learning. A great

deal of evidence exists showing that no significant differences should be expected regarding the

effectiveness of well-designed online learning compared with well-designed in-person learning

(Clark, 1983; Russell, 1999). Despite this, significant differences still exist in the way students

perceive their online experiences during learning. To the extent that these students’ perceptions

are negative regarding their past, present, or future online learning experiences, the students’

perceptions may contribute to such outcomes as higher dropout rates (Carr, 2000), low motivation

of students to learn (Maltby & Whittle, 2000), and lower student satisfaction with the learning

experience (Kenny, 2003). Still, these outcomes are not true for all students, in all situations, and

at all times. What causes individual differences in outcomes for online learners? Research on

individual differences among students is conducted to increase our ability to design instruction, to

improve how we instruct, and to advise students.

In addition, the popularity of the Internet grows, so does the potential for online learning. A

great deal of evidence exists showing that no significant differences should be expected regarding

the effectiveness of well-designed online learning compared with well-designed in-person learning

(Clark, 1983; Russell, 1999). Despite this, significant differences still exist in the way students

perceive their online experiences during learning. To the extent that these students’ perceptions

are negative regarding their past, present, or future online learning experiences, the students’
6
perceptions may contribute to such outcomes as higher dropout rates (Carr, 2000), low motivation

of students to learn (Maltby & Whittle, 2000), and lower student satisfaction with the learning

experience (Kenny, 2003). Still, these outcomes are not true for all students, in all situations, and

at all times. What causes individual differences in outcomes for online learners? Research on

individual differences among students is conducted to increase our ability to design instruction, to

improve how we instruct, and to advise students.

Scope and Delimitation of the Study

This study will focus on the online learning involves the students of South East Asian

Institute of Technology, Inc. Among random criminology students who officially enrolled during

school year.2020-2021. Survey questionnaire will be tool to come up to determine the result of the

study.

Conceptual Framework

This study determined the online learning barriers and its effects. This section discussed

how the concepts and proportion help to establish the said activity.

In this study “Online learning barriers and its effect towards online learners in South East Asian

Institute of Technology, Inc. among criminology students. It discusses how the concept and

proportion help to establish the said activity. this study Online learning barriers and its effect

towards online learners.

INDEPENDENT VARIABLES DEPENDENT VARIABLES

Online learning barriers 7 Online learning in

Significance of the Study

The findings of the study can be of great help to the following:

School administrators – This Study may give awareness to administrators to identify ways to

supply knowledge of student of SEAIT amidst on this online learning barrier.

Students- This study helps the students to be aware in their studies always.

Parents - The result of this study may help the parents to be aware and open their eyes to the

reality and it can give them interest to be involved in some school performance of their children,

additionally it can help their child to acquire discipline towards studying and help them to survive

and allow them to focus their activities while in home.

Teachers – This may help the teachers to be aware of their attitude, and aside from the lack of

interest and child labor, and give them wider knowledge on how to enhance their teaching styles.

Future Researcher – This study is to help answer the curiosity about the study and also to satisfy

the desire to contribute significantly to its local.

Definition of Terms

For clarity and further understanding of the study, the following terms are defined as conceptually

and operationally.

8
 Online learning barriers -Also significant, but less so than social interaction, were

administrative/instructor issues, time and support for studies, and learner motivation. Less

important barriers were technical issues, a lack of technical skill, and a lack of academic skill.

Online Learning - Online learning is education that takes place over the Internet. It is often

referred to as “e- learning” among other terms. However, online learning is just one type of

“distance learning” – the umbrella term for any learning that takes place across distance and not in

a traditional classroom

Online learners- online learning is when you take courses online instead of in a physical

classroom. If your schedule makes it hard to attend classes, if you prefer studying at your own

pace or if you live far from campus, online learning might be for you. With online learning, you

canwork full-time while you study. And also, the student of South East Asian Institute of

Technology INC (SEAIT).

Barriers-The single most important barrier to students learning online was a lack of social

interaction Administrative/instructor issues, time and support for studies, and learner motivation

clustered very closely as the next most severe barriers

CHAPTER II

Review of Related Literature

This study deals with “Online learning barriers and its effect towards online learning in the

South East Asian Institute of Technology, Inc.’’. Online learning is when you take courses

online instead of in a physical classroom. Online classes may increase efficiency and course

productivity. To supplement lectures, teachers can provide access to tools that facilitate discussion

and active participation. In an online environment, teachers can reach students with

different learning styles more easily.

9
 As the popularity of the Internet grows, so does the potential for online learning. A great deal

of evidence exists showing that no significant differences should be expected regarding the

effectiveness of well-designed online learning compared with well-designed in-person learning

(Clark, 1983; Russell, 1999). Despite this, significant differences still exist in the way students

perceive their online experiences during learning. To the extent that these students’ perceptions

are negative regarding their past, present, or future online learning experiences, the students’

perceptions may contribute to such outcomes as higher dropout rates (Carr, 2000), low motivation

of students to learn (Maltby & Whittle, 2000), and lower student satisfaction with the learning

experience (Kenny, 2003).

Still, these outcomes are not true for all students, in all situations, and at all times. What

causes individual differences in outcomes for online learners? research on individual differences

among students is conducted to increase our ability to design instruction, to improve how we

instruct, and to advise students in part, we want to better understand which students will face

barriers when attempting to learn online, what those barriers are, and ultimately how we can help

individuals in their learning by understanding and ameliorating their particular obstacles. The

survey research reported in this article sought to represent the perceptions of students who

differed on 11 independent variables: gender, age self-reported ethnicity; (d) type of learning

institution they attended community college, undergraduate, graduate, business/corporate/non-

profit, and government military ability and confidence with online learning technology from not

currently using these technologies to being comfortable and confident with online learning

technologies learning effectiveness in the online environment from cannot learn as well online

through no difference between online and traditional classroom to learn better online learning

enjoyment in the online classroom from enjoy online learning significantly less to enjoy online

learning significantly more than the traditional classroom the number of online courses completed.

The number of online courses dropped the likelihood of taking a future online course and

whether or not students experienced prejudicial treatment in the traditional classroom due to

cultural background, disability, or other personal characteristic. More than 1,000 survey
10
respondents rated the severity of 47 separate student barriers to distance education on a 1–5

Likert scale from no barrier to a very strong barrier respectively.

A wide range of terms and definitions have been offered for learning that involves the use

of technology. For the purposes of this research, the term e-learning has been used exclusively

and is defined as “instructional content or learning experiences delivered or enabled by electronic

technology” (Servage, 2005:306). E-learning has the potential to offer many advantages beyond

those of more traditional forms of training and development at the level of the individual learner

and at the organizational level. While this potential may not be realized in all e-learning courses

(Derouin et al., 2005), this dilemma is not unique to e-learning. Indeed, even in traditional forms of

learning and development, many decisions within the development and implementation of the

individual intervention will impact on its ultimate success or failure. One of the most common

arguments in favor of e-learning is the potential to deliver learning tailored to the specific needs of

learners, essentially offering “just-in-time and just-for-me learning” (Berge and Giles, 2008:46).

In Addition, in comparison to other forms of delivery, the quality of the learning process and

the information provided for learners can potentially be enhanced as e-learning material can be

immediately updated to be “more accurate and useful for a longer period of time” (Kathawala and

Wilgen, 2004:5.04). Tynjala and Hakkinen (2005:324) also believe that learning quality can be

enhanced in an e-learning environment where “technology has made 214 Karen Becker, Cameron

Newton and Sukanlaya Sawang it possible to create virtual environments that almost exactly

mimic authentic ones”. In some cases, it is even possible to create learning environments that

could not be created in a face-to-face training course. However, the capacity for e-learning to

result in superior learning outcomes has been the topic of widespread disagreement with some

experts concerned that a higher level of thinking and engagement may not occur without

facilitation as a part of e-learning (Kanuka and Kelland, 2008).

Communication especially in the education sector needs to be studied as communication

between instructors and students has the ability to improve the learning experience and to create a

11
positive setup. Communication is simply the transfer of information from one person to another, or

group to another. Effective communication is a process of exchanging ideas, thoughts, knowledge

and information in such a way as to fulfill the purpose or intent in the best possible way. In other

terms, it is nothing more than the sender’s expression of views in a way that the recipient

understands best. The aim of online communication is the same as that of face-to-face

communications: bonding; exchanging information; being heard and being understood. Fostering a

sense of community in online classes will make the students’ learning experience more meaningful

and it can help them stay connected during the course life.

When instructors communicate with students, whether in a face-to-face class or an online

class, they communicate for the purpose of offering knowledge or having information to gain

understanding and develop relationships. Communicating with students in an online environment

requires a little more thought and planning than communicating with students in the traditional

environment. because the online environment lacks body language. Instructors have the

advantage of using body language and facial expression in a face-to-face class to help them

connect and get their message across to their students. When interacting in an online class,

instructors do not have the advantage of using body language to help their students communicate.

Knowledge of communication weaknesses within online environments can help them decide how

to establish timely and appropriate communications, and how to interact effectively with their online

students. (August 2020)

However, the coronavirus pandemic has generated changes in the teaching-learning

process in higher education institutions and has influenced the interaction between teachers and

students. As a consequence of the pandemic, universities were constrained to carrying out their

activity with students exclusively online In this regard, many governments took measures in order

to avoid spreading the virus and to ensure the continuity of the educational process, and

universities worldwide adopted online learning While in general, internet-based learning is

considered an option, an alternative to traditional learning during the Coronavirus pandemic it

became an essential element for maintaining the activity of schools and universities. This
12
paradigm shift could generate changes in students’ perception of this way of teaching and their

perception might be different from the one found in studies previous to the pandemic. Thus,

through this paper, we tried to capture the existence of such changes. Previous studies show that

E-learning offers many benefits for students because this type of learning involves student-

centeredness, it is more flexible, and it can also improve interaction with students by providing

asynchronous and synchronous tools such as e-mail, forums, chats, videoconferences.

Furthermore, internet technologies facilitate the distribution of content at the same time, to a

large number of users; E-learning platforms offer many advantages to learners such as control

over the content, control over the time spent learning, and thus the process can be adapted

according to the learner needs and objectives of learning This might contribute to better

communication with the students and in spite of some inherent challenges brought by this time of

crisis, E-learning might enhance the learning process for students. However, when using E-

learning platforms there are also some elements that might be considered obstacles in students’

process of learning, such as decreased motivation in students, delayed feedback or help due to

the fact that teachers are not always available at the time students may need help while learning,

or feelings of isolation due to lack of physical presence of classmates Nonetheless, these

obstacles can be overcome with the help of teachers who should adapt their teaching strategies to

the needs of students. In order to do so, experience and knowledge about teaching in the online

environment are necessary.

Thus, we believe that these challenges and disadvantages could be more prominent while

the educational process takes place exclusively online. This might happen due to the lack of

teachers’ experience in using E-learning and due to the short time in which they had to adapt their

teaching style to the new conditions. Relevant in this way are the results of a study conducted by

School Education Gateway at the beginning of the pandemic which showed that 66.9% of

respondents affirmed that they used online platforms for teaching for the first time Thus, it can be

inferred that students and teachers were not ready for an entirely online experience.

13
 Therefore, both university members and students came across many challenges. The

Organization for Economic Co-operation and Development mentioned that some of the challenges

universities have to face were: keeping an equilibrium between online courses, that could affect

students health, them spending many hours in front of a screen, and non-digital activities,

analyzing and focusing on student’s emotional health providing them with support throughout the

process of learning, taking into account the fact that not all students have access to the internet,

and managing and monitoring their access to devices in order to effectively collaborate with them .

Furthermore, universities also struggle with keeping the content of the course consistent

and relevant, with communicating clearly with the academic community, and also with acquiring

and recruiting students .On the other hand, students also had to face challenges and a study

focusing on students’ perspective on E-learning identified that among the main challenges that

students encountered were accessibility, connectivity, lack of appropriate devices, social issues

represented by the lack of communication and interaction with teachers and peers Taking into

account the aspects mentioned above we believe that the transition to exclusive E-learning can

highly affect the educational process and student’s perception about the use of the online

environment in the process of teaching and learning, and these ideas stand at the basis of our

research. We considered it important, relevant, and necessary to analyze whether students have

adapted to E-learning and whether they are satisfied rather than dissatisfied with this exclusive

online experience. The aim of the paper is to identify the student’s perspective on the E-learning

experience during the Coronavirus pandemic in order to improve and strengthen the E-learning

system. In other words, our study examines the way the process of learning was affected during

this time of crisis and investigates the student’s view on the use of E-learning platforms and how

these technologies influenced their understanding and assimilation of information.

Furthermore, we were also interested in identifying the main difficulties that students

encountered while learning online, and in which context they would like these platforms to be

further used by universities. Thus, our research can contribute to the development of the E-

learning process, for it provides information on the usefulness of certain methods used in order to
14
deliver the courses, the time spent on completing tasks and projects, the content of the course,

and also student’s grievances, recommendations and preferences for teaching techniques.

(December 2020)

with students by providing asynchronous and synchronous tools such as e-mail, forums,

chats, video conferences Furthermore, internet technologies facilitate the distribution of content at

the same time, to a large number of users; E-learning platforms offer many advantages to learners

such as control over the content, control over the time spent learning, and thus the process can be

adapted according to the learner needs and objectives of learning. This might contribute to better

communication with the students and in spite of some inherent challenges brought by this time of

crisis, E-learning might enhance the learning process for students. However, when using E-

learning platforms there are also some elements that might be considered obstacles in students’

process of learning, such as decreased motivation in students, delayed feedback or help due to

the fact that teachers are not always available at the time students may need help while learning,

or feelings of isolation due to lack of physical presence of classmates Nonetheless, these

obstacles can be overcome with the help of teachers who should adapt their teaching strategies to

the needs of students. In order to do so, experience and knowledge about teaching in the online

environment are necessary. Thus, we believe that these challenges and disadvantages could be

more prominent while the educational process takes place exclusively online. This might happen

due to the lack of teachers’ experience in using E-learning and due to the short time in which they

had to adapt their teaching style to the new conditions. Relevant in this way are the results of a

study conducted by School Education Gateway at the beginning of the pandemic which showed

that 66.9% of respondents affirmed that they used online platforms for teaching for the first time.

Thus, it can be inferred that students and teachers were not ready for an entirely online

experience. Therefore, both university members and students came across many challenges. The

Organization for Economic Co-operation and Development mentioned that some of the challenges

universities have to face were: keeping an equilibrium between online courses, that could affect

students health, them spending many hours in front of a screen, and non-digital activities,

15
analyzing and focusing on student’s emotional health—providing them with support throughout the

process of learning, taking into account the fact that not all students have access to the internet,

and managing and monitoring their access to devices in order to effectively collaborate with them.

Furthermore, universities also struggle with keeping the content of the course consistent

and relevant, with communicating clearly with the academic community, and also with acquiring

and recruiting students On the other hand, students also had to face challenges and a study

focusing on students’ perspective on E-learning identified that among the main challenges that

students encountered were accessibility, connectivity, lack of appropriate devices, social issues

represented by the lack of communication and interaction with teachers and peers . Taking into

account the aspects mentioned above we believe that the transition to exclusive E-learning can

highly affect the educational process and student’s perception about the use of the online

environment in the process of teaching and learning, and these ideas stand at the basis of our

research. We considered it important, relevant, and necessary to analyze whether students have

adapted to E-learning and whether they are satisfied rather than dissatisfied with this exclusive

online experience. The aim of the paper is to identify the student’s perspective on the E-learning

experience during the Coronavirus pandemic in order to improve and strengthen the E-learning

system. In other words, our study examines the way the process of learning was affected during

this time of crisis and investigates the student’s view on the use of E-learning platforms and how

these technologies influenced their understanding and assimilation of information.

In the other hand, we were also interested in identifying the main difficulties that students

encountered while learning online, and in which context they would like these platforms to be

further used by universities. Thus, our research can contribute to the development of the E-

learning process, for it provides information on the usefulness of certain methods used in order to

deliver the courses, the time spent on completing tasks and projects, the content of the course,

and also student’s grievances, recommendations and preferences for teaching techniques.

Sustaina. Literature Review 2.1. E-Learning in Higher Education Nowadays, the higher education

system is in a continuous process of change, universities having to keep pace with the needs,
16
desires, and requirements of students. Thus, information technologies and E-learning systems are

seen as essential factors in carrying out the activity of universities, these institutions investing

more and more in online systems and devices. However, in the technology era, one of the main

challenges of universities is the integration of innovative E-learning systems so as to reinforce and

support both teaching and learning. Due to its complexity, multiple definitions are proposed for the

concept of E-learning. In a simple way, E-learning means using information and computer

technologies and systems in order to build and design learning experiences Similarly, Elmarie

Engelbrecht describes E-learning as a concept that uses electronic media represented by the

internet, CD-s, mobile phones, or even television, in order to provide distance learning and

teaching. In short, E-learning refers to transferring knowledge and education by utilizing various

electronic devices, and the concept can be better understood when is integrated into a context in

which technology is used in order to meet people’s need to learn and evolve Early forms of

distance education date back to 1840, when Isaac Pitman used mail and a shorthand technique in

order to teach and collaborate with students , and it is taught that the term E-learning began to be

used in the educational field in the mid-1990s Taking the previously mentioned aspects into

account, this type of online learning can be viewed as a natural development of the concept of

distance learning .

A more complex and inclusive definition states that E-learning can be considered a

particular form of teaching and learning, that integrates electronic resources and mediums whose

role is to foster development and to make education and training more qualitative. E-learning is

also viewed as a system used for formal teaching, or a network where information is sent through

electronic resources to a large audience. The main elements that ensure the functioning of such

systems are computers and the internet. Offering a wide range of possibilities for sharing

information and uploading documents with different formats, E-learning has certain features that

facilitate and nurture the learning-teaching process. Because it is a web-based system, the

installation of additional tools is not required, and once uploaded, the content is available for users

at any time. In this regard, the variety of technological tools that are available today allowed the

17
development of many types of E-learning. Some of these types were identified by Horton, and are

represented by individual courses, that people take on their own without having classmates, virtual

classes, that are constructed similarly to a traditional, face to face course, learning games, where

the process of understanding and assimilating information is done through activities that are

simulated, blended learning, that combines traditional and online classes, mobile learning, or

knowledge management, which refers to the online distribution of documents and materials that

are meant to educate not just individuals, but large numbers of people, communities, and

organizations . Thus, being a complex process, E-learning includes elements such as

technological tools and design, e-learning platforms, content, and users/ participants. E-learning

differs from traditional or other methods of learning because,

According to Oye et al., it does not only focuses on instruction but also on learning that is

adjusted to individuals. In other words, while traditional education is more teacher-centered, with

the development of E-learning a shift towards a student-centered education can be seen.

Differences between traditional and online learning may also be acknowledged in terms of

principal sources of information, assessment, or quality of education. While in traditional education,

students are evaluated only by teachers, who also represent their main source of information, and

the quality of education is dependent on teacher’s knowledge and skills, in online learning, the

evaluation may be done with the help of tools and systems, students can procure information from

various documents uploaded on the platform, and the quality of education is influenced by the level

of training that teachers have in using technology, and also their teaching style. Cheung and Cable

identified and described eight principles that stand at the core of effective online teaching, such as:

encouraging contact between students and faculty, collaborative learning, quick feedback, active

learning, task time encouraging students to allocate more time for completing tasks, high-

expectations the teacher should communicate their expectations in order to encourage and

motivate students, diversified learning, and technology application. Considering that, the evolution

and use of systems and technologies favored the development and expansion of educational

opportunities, the use of E-learning in higher education and student’s perception of the usefulness

18
of this type of learning became subjects of interest for many researchers. Relevant in researching

the use of E-learning is the Technology Acceptance Model (TAM), which proved to be helpful in

analyzing and comprehending the way students intend to use E-learning. The model was

developed by Fred Davis, who believed that the extent to which people accept the integration of

technology can be an essential factor for the success of information systems.

The model provides information and explains the relations behind the features of a system,

the way people behave while using it, and the attitude that people may have towards using the

system which is influenced by perceived usefulness and ease of use. A study focusing on

student’s perception on the implementation and integration of E-learning platforms while using

TAM model as a theoretical background, revealed that all students were of the belief that the E-

learning module they took was useful and easy to use, stating that they understood information,

and navigated and accessed documents effortlessly. A similar study based on the TAM model and

developed at the University of Jordan, confirmed that both perceived usefulness and ease of use

directly influence the attitude that students have towards using E-learning. Furthermore, TAM was

also used to investigate teachers’ perception of E-learning, a study showing that together with their

previous experience, the perception teachers had regarding E-learning affected their behavior and

the way they actually use it. With regard to the use of E-learning in higher education, generally, the

literature provides results in favor of its usefulness, effectiveness, and positive influence on

student’s performance.

According to a study on the impact of E-learning on students and teachers most of the

respondents, represented by teachers, believe in the potential of E-learning to enhance the

educational process and affirm that it improves collaboration and communication with students,

and that it offers flexibility and helps students to better understand the lectures. Investigating

students’ attitude towards E-learning, Dookhan revealed that their attitude was positive and that it

improves when they perceive that E-learning systems are easy to access Another study pointed

out that, when used as an additional method to traditional classes, E-learning enhanced students’

learning experience and increased their engagement with the lectures. A research focused on
19
comparing traditional with online learning showed that a high percentage of the students who

completed the survey stated that they have assimilated more information in face-to-face classes

than online, but they positively perceived their overall online experience, even though they have

encountered difficulties while using E-learning platforms.

However, while most studies highlight positive attitudes towards E-learning, similar studies

concluded that students were of the opinion that online courses do not have the same value as

courses taught in the classroom [37], and that students would rather accept blended learning, a

combination of online and face to face classes, rather than only online learning.(December

2020)Parent participation in the education of students with disabilities has links to democratic

society and is a core principle of the Individuals with Disabilities Education Act Parent

Participation, note that parent participation means that parents and students with disabilities

partner with educators in decision making about students’ education and results in benefits for

students, parents, and educators. Despite these mandates and advantages, meaningful parent

participation can be elusive. Many parents remain unsatisfied with their ability to participate in

decision making in their children’s traditional brick-and-mortar special education programs Fish,

2006; Hess, Molina, & Kozleski, 2006; Reiman, Beck, Coppola, & Engiles, 2010).

In addition, some parents of students with disabilities are unhappy with their children’s

education in traditional brick-and-mortar schools. Many parents continue to have concerns about

the quality of education for their children with disabilities (Hess et al., 2006). Indeed, though

supports for students with disabilities in traditional brick-and mortar schools have increased, some

special education programs struggle to provide appropriate services for students within inclusive

settings. Special education administrators and teachers point to lack of resources, inadequate

teacher training, and inappropriate class size (Pugach, 2005; Wolery & Odom, 2000; Young,

(2008).

In the past, students with disabilities could only attend traditional brick-and-mortar K–12

schools. More recently, students both with and without disabilities have of the norm for all

20
students, been increasingly provided with options for online learning. Online schools may provide

an educational alternative for many children with disabilities whose parents may be unsatisfied

with brick-and-mortar schools. Recent reports indicate nearly five million students are currently

enrolled in online K–12 coursework, with an ever-increasing amount selecting a fully online

experience (outside of the brick-and-mortar environment). findings suggest that the majority of fully

online or virtual school placement decisions are made by parents who have determined that the

traditional school is no longer meeting the needs of their child. If this trend continues, and some

estimates suggest that by 2019 more than half of all K–12 students will be enrolled in some form of

blended or fully online learning, the K–12 online learning experience will become more of the norm

for all students, including those with identified disabilities and thus affect the learners, their

parents, and the educational leaders and instructors who work to support these individuals. been

increasingly provided with options for online learning.

Online schools may provide an educational alternative for many children with disabilities

whose parents may be unsatisfied with brick-and-mortar schools. Recent reports indicate nearly

five million students are currently enrolled in online K–12 coursework, with an ever-increasing

amount selecting a fully online experience (outside of the brick-and-mortar environment

experience will become more including those with identified disabilities and thus affect the

learners, their parents, and the educational leaders and instructors who work to support these

individuals). Werrell’s (2014)

Sophia Enriquez is not exactly raring to go back to school. It is not just the grade scholar’s

fear of Covid-19 - there's also her experience last year as the pandemic forced a drastic switch to

distance learning nationwide. It was hard to learn on my own said Enriquez, who studies in a

public school a sector that's been particularly challenged by the shift in teaching methods. She

cited difficulties understanding lessons, the additional hurdle of learning to use gadgets and

software, and having to deal with the Philippines notoriously poor telecommunications services.It’s

not every day we have a strong internet connection. Sometimes, I get disconnected during online

classes and with that, I don't get to hear and learn from the discussion," she said, echoing what is
21
probably the most common tech complaint - next to getting laptops and other devices to get online

about the local distance learning experience then there's the even more basic issue of what is

being taught. High schooler Gian Barreto, who also studies in a public secondary school, was

critical of the self-learning modules (SLMs) issued by the DEPED).

In additional one particular thing I noticed with the self-learning modules is they are very

poorly referenced. It's not really a self-learning module because much of the information there was

not trustworthy, he claimed. It's a point that has some merit, given the numerous examples of

errors and inaccuracies that peppered news reports and social media feeds last year. Teachers

similarly struggled and many experienced the same problems as their students - poor internet

connections, difficulties with lessons, etc. with the added worry of whether their wards were

getting the proper schooling. Nothing can beat face-to-face learning, teacher Paul JohnDawal

from Baay National High School in Abra said. As we can see in their academic performances (last

year), mas bumaba talaga 'yung performance nila kasi walang guidance at assistance (academic

performance declined because of the lack of guidance and assistance).DEPED( 2021)slms were

not enough, said teacher KarenGraceManaay from Salvacion National School in Davao del

Norte, who had to visit students' homes to follow up on their progress. "There were competencies

very difficult to understand. But we don't have any choice, we are in this situation already so what

we do is we give supplemental activities to the students or sometimes we modify the difficult

activities to become easy for the students."

Theoretical Framework

According to Anderson (2010) a provocative chapter of The Theory and Practice of

Online Learning, examines whether a common theory for online education can be developed.

While recognizing in that as a difficult, and perhaps fruitless, task, he nonetheless examines

possibilities and proposes his own theory which he admits is not complete. The purpose of this

article is to examine theoretical frameworks relevant to the pedagogical aspects of online

education. It starts with a consideration of learning theories and funnels down to their specific
22
application to online education. The article concludes with a proposal for an integrated model for

online education based on pedagogical purpose. Learning Theory Learning theory is meant to

explain and help us understand how people learn.

However, the literature is complex and extensive enough to fill entire sections of a library. It

involves multiple disciplines, including psychology, sociology, neuroscience, and of course,

education. Three of the more popular learning theories—barriers, cognitivist, and social

constructivism will be highlighted to form the foundation for further discussion. Mention will also be

made of several other learning theories that are relevant to online education. Before reviewing

these theories, it will be worthwhile to have a brief discussion of the term theory itself. Theory is

defined as a set of statements, principles, or ideas that relate to a particular subject. A theory

usually describes, explains, and/or predicts phenomena. The definition of theory also varies

depending upon disciplines, especially when related to the term mode

The entire learning ecosystem was collectively put into question and organizational

strategies that used to work now faced wide barriers In these confusing times, an abiding hope for

the future, an urge to grow amidst the churn and gloom, and an effort to feel (somewhat) in control

drove so many of us to focus on self-development: we all know stories of incredible weight loss,

new fitness regime, an embracing of new passions, such as cooking, or the determined rise in up

skilling and deskilling. An entrepreneur, I was fortunate enough to not only survive but thrive this

year at Harappa. This progress that so often seemed almost impossible, or much too daunting. I

was able to grow my startup almost three times in team strength, and have achieved all our

business goals. Managing the above has been thrilling and intense enough, but what's been most

exciting is the many insights I’ve gained about online learning. These insights are a nod to the year

when so many of us became online learners for the first time. threw curveballs (2020)

As the popularity of the Internet grows, so does the potential for online learning. A great

deal of evidence exists showing that no significant differences should be expected regarding the

effectiveness of well-designed online learning compared with well-designed in-person learning

23
(Clark, 1983; Russell, 1999). Despite this, significant differences still exist in the way students

perceive their online experiences during learning. To the extent that these students’ perceptions

are negative regarding their past, present, or future online learning experiences, the students’

perceptions may contribute to such outcomes as higher dropout rates (Carr, 2000), low motivation

of students to learn (Maltby & Whittle, 2000), and lower student satisfaction with the learning

experience (Kenny, 2003). Still, these outcomes are not true for all students, in all situations, and

at all times. What causes individual differences in outcomes for online learners? Research on

individual differences among students is conducted to increase our ability to design instruction, to

improve how we instruct, and to advise students.

In addition, the popularity of the Internet grows, so does the potential for online learning. A

great deal of evidence exists showing that no significant differences should be expected regarding

the effectiveness of well-designed online learning compared with well-designed in-person learning

(Clark, 1983; Russell, 1999). Despite this, significant differences still exist in the way students

perceive their online experiences during learning. To the extent that these students’ perceptions

are negative regarding their past, present, or future online learning experiences, the students’

perceptions may contribute to such outcomes as higher dropout rates (Carr, 2000), low motivation

of students to learn (Maltby & Whittle, 2000), and lower student satisfaction with the learning

experience (Kenny, 2003). Still, these outcomes are not true for all students, in all situations, and

at all times. What causes individual differences in outcomes for online learners? Research on

individual differences among students is conducted to increase our ability to design instruction, to

improve how we instruct, and to advise students.

Conceptual Framework

This study determined the online learning barriers and its effects. This section discussed

how the concepts and proportion help to establish the said activity.

In this study “Online learning barriers and its effect towards online learners in South East Asian

Institute of Technology, Inc. among criminology students. It discusses how the concept and

24
proportion help to establish the said activity. this study Online learning barriers and its effect

towards online learners.

INDEPENDENT VARIABLES DEPENDENT VARIABLES

Online learning barriers Online learning in

Figure 1. conceptual framework

CHAPTERIII

METHODOLOGY

This chapter may present the research design, the research respondent of the study, the research

locale, the research instruments, and how the data gathered and treated.

Research Design

The study is experimental because it’s purely descriptive. Non-experimental research

means that the researcher is either describing a situation or phenomenon simply as it stands or

describing a relationship between two or more variables, all without any interference from the

researcher. This design tends to favor closed ended questions. The data can be analyzed in a

quantifiable way using statistical method that the researcher going to gather to know the barriers

and effect of online learning in South East Asian Institute of Technology Inc.

Research Instrument

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In this study the researchers made a survey test questionnaire that bound to answer and distribute

to the respondent of criminology student that connective in the topic of Stress and its effects in the

academic performance of criminology student of South East Asian Institute of Technology, Inc.

Locale of the Study

The study was conducted at South East Asian Institute of Technology, Inc. an institution

that produces well equipped and competitive graduates in different courses. It offers free education

to all programs in college. The school is supported with different government sectors and NGOs. It

is located in National Highway, Crossing Rubber, Tupi, South Cotabato. As a brief history of this

institution, on February 2006 marked the foundation of the dream school, not with the breaking

ground but with the first cracking of the door in literal sense, the school occupied a rented space at

Shell Gasoline station near Valera’s place still in Tupi which catered minimal population of

students who took up vocational courses. The Tamayo's reminisced their struggles upon putting

the desired institution. It was Mr. Reynaldo S. Tamayo and his wife Mrs. Rochelle P. Tamayo who

served as the pioneering administrators of the school.

At first, SEAIT offered technical and vocational courses like Computer Programming NC IV

and Computer Hardware Servicing NC II. SEAIT was granted by the Technical Education Skills

Development Authority (TESDA) to offer Hotel and Restaurant Management. The next year, the

Commission on Higher Education (CHED) permitted the school to offer the first four-year science

Course-Bachelor of Science in Information Technology (BSIT) which successfully persuaded the

target market.

The institution followed a great momentum when the CHED granted a laddered Bachelor of

Science in Hotel and Restaurant Management and Bachelor of Science in Business Administration

26
major in Marketing Management. Two years then, the same commission permitted the school to

open and operate program for education courses. Bachelor of Elementary Education and Bachelor

of Secondary Education major in English and Mathematics. Later, Bachelor of Science in

Criminology, Bachelor of Science in Agriculture and Bachelor of Science in Civil Engineering were

successfully established.

It continues to prosper from the next consecutive years and eventually gained the

government recognition from the Department of Education to operatek-12 program last June 2016.

It includes kindergarten, junior and senior high school whose population smoothly grow after a

year. This year, the school widens its field by offering the following new degree programs; BS

Tourism Management (BSTM), BS Early Childhood Education (BECE), BS Accounting Information

System (BSAIS), BS Public Administration (BSPA).

27
 Figure 2. Map of Tupi, South Cotabato

Respondents of the Study

28
 The target population were the criminology students of South East Asian Institute of

Technology, Inc. The study sample was comprised of thirty (30) participants from the Criminal

Justice Education Department. To narrow the scope of the study, the researchers choose to focus

only the participants who are criminology students and are developmentally capable of

participating in the study.

Data Gathering Procedure

To actualize the study, the researchers did the following phases:

1. Permission to conduct a study. In this phase, the researchers asked permission from the

Dean of the College of Criminal Justice Education, Ricardo P. Arevalo, PhD, and their program

head, Rey Patric O. Jugos Rcrim. CCS to conduct of the study. After receiving the permission, the

researchers met their respondents and explained to them the purpose of their study.

2. Implementation of the Questionnaires. In this phase, the researchers asked the students to

answer the questionnaires given. The researchers showed the permission letter as proof that they

are allowed to gather data from the respondents. The researchers allowed sufficient time to

answer the questionnaire.

3. Retrieval of the Research Instrument. The researchers then collected the answered

questionnaires and the data were subjected to statistical processes, analysis and interpretation

using statistical tools.

Statistical Treatment of Data

Mean, frequency count and percentage will be used to determine the Stress and its effects

on the academic performance of criminology students. Moreover, Pearson Product Moment

Correlation was used to determine the relationship between stress and its effects on academic

performance of criminology students at South East Asian Institute of Technology, Inc. To test the

significance, the researchers used t-test for independent samples (p-value method).

29
 Survey Questionnaire

Name
(Optional)
Age:_________ course and year:_______________ date:____________
Instruction: Using the 5 point scale shown below, Rate the following questions by placing a check

in the box. Please answer the questions honestly. Do not leave each item unanswered.

Scale;

Never rarely sometimes often always

1 2 3 4 5

Questions I. 5 4 3 2 1

1. I am prepared to learn to study in a E –learning

environment.

2. I can balanced schoolwork and my responsibilities at home

3. I learn how to open modify save and upload

30
 documents and I am comfortable navigating web

pages and sending and receiving email.

4.learning is the same class and at home on the internet.

5.I feel that face to face contact with my instructor is

necessary to learn.

II.COMMUNICATION

SCALE

QUESTION

1.I have difficulty expressing my opinion to

others.

2. I am comfortable communicating

electronically

3.I feel comfortable communicating online

English.

4.I could connect personally with my

classmate and share information.

5.I could ask questions to my instructor

where i did not understand the lesson.

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III.Technological resources

1.I am able to easily access the internet as

needed for my studies.

2. I am connected to the internet with a fairly,

fast, reliable connection such as DSL or

Cable modem.

3.I could access the internet to download all

my learning materials.

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