Literature Review

According to studies by (Rohman, Marji, Sudjimat, Sugandi, & Nurhadi, 2020;

Wargadinata, Maimunah, Dewi, & Rofiq, 2020), most learners have negative attitudes toward e-

learning, though, they do agree, that e-learning is the best option during the pandemic. In this

circumstance, platforms such as Zoom, Microsoft Teams, Skype and WebEx, as well as Learning

Management Systems (LMS) such as Schoology, Canvas, Google Classroom, CIDOS, Moodle

and social media (Facebook, WhatsApp, Instagram, YouTube) are heavily used as e-learning

applications. With the emergence of e-learning environments, the learning process will not be

interrupted due to the closing of the academic institution during COVID-19 pandemic. Despite

this, some institutions have improved their abilities to offer course material online, engage

learners in learning and conduct assessments.

Video conference or video-calling is a technology providing simultaneous two-way

transmission, processing, transformation and presentation of interactive media at distance in real

time (Sergeev, 2010). This application can be accessed through desktop computers, smart

phones, laptop, and tablet that have any video-calling software, camcorder, microphone, speaker,

Page 2 of 12 and Internet access to place a video call to each other. Some of the video-calling

applications are Skype, Yahoo Messenger, LINE, Facebook, Viber and Tango. These

applications can help bridge the distance between people across the world and brings people

together even though they are miles apart.

Facebook and Messenger are well-known social network sites used by many students

daily (Kirschner & Karpinski, 2010; O’Brien, 2011; Ophus & Abbitt, 2009). These have greater

potentials for the teachinglearning process as a learning management system (Wang et al., 2011)

because they promote interaction among the students and teachers (Lonn & Teasley, 2009; West
et al., 2007). Facebook can be used to share learning materials like videos, pictures, PowerPoint

presentations, voice clips, files, and websites; follow people or daily news that support

collaborative learning, and provides a question and answer mechanism (Gülbahar et al., 2010).

They enable collaborative learning, sharing of resources and learning materials, develops critical

thinking and communicative skills, develops writing skills, provides active participation, and

creates a positive attitude towards learning (Ajjan & Harsthone, 2008; Bosch, 2009; Özmen et

al., 2011; Ractham & Firpo, 2011; Yuen & Yuen, 2008).

Schools in the Philippines have utilized video conferencing applications, such as Zoom,

Google Meet, and Microsoft Teams to conduct synchronous learning classes. However, internet

stability, lack of digital resources of teachers and students, and lack of training and material

production for teachers are major concerns when conducting synchronous learning (May, 2020;

Bott, 2020). Additionally, students’ disengagement to the learning discussion being a significant

challenge for teachers and school administrators (Hartwell, 2017; Bernard et al, 2004).

Gillies (2008) studied student teachers’ views on the use of videoconference while

enrolled in an online teacher education programme, where teachers-to-be mentioned several

benefits of distance education, such as the minimal disruption to their family lives, the supportive

small online discussion groups and the possibility of undertaking school placements in a familiar

environment. In this way, evidence seems to show that it is possible to create an online teacher

education program that meets the expected needs of schools, teachers and student teachers

(Weschke, Barclay & Vandersall, 2011).

 In the current situation, not only do teachers need to apply suitable teaching strategies to

achieve their lesson objectives, but they also need to consider other external factors that are able

to contribute to the success of online teaching (Zhang, Wang, Yang, & Wang, 2020). According

to Abdous(2011), different phases of online T&L demand different competencies, reason being

that, online T&L involves preparing, planning and designing the lesson in the first phase (Before

phase); then, it is followed by During the lesson phase and the third phase, which is After phase.

Even though the framework proposed by Abdous (2011) in Figure 1 was developed to elicit the

competencies a teacher needs to possess for online T&L, in this research, the framework was

adapted to find out the challenges faced by teachers when conducting online classes.

According to Merlina Hernando-Malipot (July 15, 2021). The unreliable internet signal in

the country emerged as the top problem among teachers and students under the distance learning

set-up according to a survey. The Movement for Safe, Equitable, Quality and Relevant Education

(SEQuRe Education Movement) on Thursday, July 15, released the results of a survey it

conducted to assess the one-year implementation of the distance learning program in public basic

education in the country. Conducted from June 25 to July 2, 2021, the said survey conducted by

SEQuRe Education Movement was participated in by 1,278 teachers; 1,299 Grades 4 to 12

students; and 3,172 parents who largely came from Metro Manila. Based on the survey, 57 to 66

percent of the respondents “attested that their academic work is affected by intermittent internet

signal from a few times a month to a few times in a week.” SEQuRe Education Movement said

that “about one fourth of both teachers and students suffer worse as they experience this on a

daily basis.”

Aside from poor internet connection, rotational power outages also posed problems for

students attending online classes at home during summer in Mindoro Occidental province. A
post on the Occidental Mindoro Electric Cooperative (Omeco) social media account said a power

interruption schedule has been issued partly because of high demand for power supply in the

province during summer. He said the outage adds to the burden of students who are trying to

comply with class requirements on time. Also in an interview, a college instructor at the OMSC,

Stiffany Lhyka Finez, said the power outages “obviously” reduced not only motivation of the

teachers to create presentations and prepare for online meetings but also of the students who are

“very willing and interested to learn amid the pandemic.”

Albay Congressman Joey Sarte Salceda said on Saturday, June 26, that he has reached an

understanding with Malacañang and Department of Energy (DOE) Secretary Alfonso Cusi to

prevent the looming power hikes in Albay due to the province’s overexposure to the spot market,

whose power prices spiked this quarter due to thin supply and sharp demand. This came after

Cusi and Senator Christopher ‘’Bong’’ Go, chairman of the Senate health and demography

committee, intervened to have the earlier DOE rejection of the power supply agreement reversed.

(Mario Casayuran, June 26, 2021)

Research over the past four decades has amply demonstrated that individual factors

significantly contribute to the procrastination problem” (Nordby et al., 2017, p. 493). These

individual factors vary from student to student; however, family and work obligations can often

cause additional challenges (Kara, Erdogdu, Kokoç & Cagiltay, 2019). Online learners are

typically older by 10 to 15 years (25 to 40 years of age) than the traditional, young adult student

who is taking face-to-face classes (17 to 25) (Kuo & Belland, 2016). Since many adult learners

work full time, choosing to go to school online is perceived as far more convenient than the

alternative of a face-to-face classroom (Kuo & Belland, 2016).

 Students that can manage their time well are able to increase their efficiency and reducing

stress whereas poor time management leads to stress and poor performance in academics.

(Gupta, 2018; Amin, 2019). Students ought to be aware of their working rhythm, learn to

organize their activities and all factors influencing their performance (Indreica, 2011).

Motivation is a key dimension of time management (Wolters, 2017). Based on this

phenomenon, researchers would like to examine more about time management and other

factors, that are affecting their academic performance for undergraduate students during

pandemic.

Some teachers might also have struggled to adapt to online teaching so abruptly due to a

lack of adequate digital skills, possibly contributing to a great heterogeneity in the quality of

online teaching across schools (OECD 24 September 2020). Technology provides opportunities

for lecturers that can collaborate and expand learning outside the classroom. In class,

communities consisting of students and lecturers which offer access to teaching materials as well

as resources and tools to create, manage, and assess their quality and usefulness (South &

Stevens, 2017). In adapting to technological change, lecturers must have a flexible attitude and

skills in increasing technical knowledge so that the diffusion of learning technology can be

applied and sustainable (Pionke, 2018). Lecturers who are supported by the campus in accessing

technology can learn how to use technology effectively.

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