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    Chapter 2 Rrlss.

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    This document summarizes several research studies on the impact of the COVID-19 pandemic on distance learning. It discusses how the sudden shift to online learning disrupted students' study habits and negatively impacted their academic performance and emotional states. Challenges included a lack of access to technology, quiet study spaces, and interaction with professors and peers. The transition was particularly difficult for distance learning students who were accustomed to independent study. Technical difficulties and inadequate online pedagogies presented obstacles to achieving high-quality distance education during the emergency shift caused by the pandemic.

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    Chapter 2 Rrlss.

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    Alexis Callahan
    55 views10 pages
    This document summarizes several research studies on the impact of the COVID-19 pandemic on distance learning. It discusses how the sudden shift to online learning disrupted students' study habits and negatively impacted their academic performance and emotional states. Challenges included a lack of access to technology, quiet study spaces, and interaction with professors and peers. The transition was particularly difficult for distance learning students who were accustomed to independent study. Technical difficulties and inadequate online pedagogies presented obstacles to achieving high-quality distance education during the emergency shift caused by the pandemic.

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    Review related literature about the effect of social media in our mental health.

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    chapter-2-rrlss.

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    This document summarizes several research studies on the impact of the COVID-19 pandemic on distance learning. It discusses how the sudden shift to online learning disrupted students' study habits and negatively impacted their academic performance and emotional states. Challenges included a lack of access to technology, quiet study spaces, and interaction with professors and peers. The transition was particularly difficult for distance learning students who were accustomed to independent study. Technical difficulties and inadequate online pedagogies presented obstacles to achieving high-quality distance education during the emergency shift caused by the pandemic.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    55 views10 pages

    Chapter 2 Rrlss.

    Uploaded by

    Alexis Callahan
    This document summarizes several research studies on the impact of the COVID-19 pandemic on distance learning. It discusses how the sudden shift to online learning disrupted students' study habits and negatively impacted their academic performance and emotional states. Challenges included a lack of access to technology, quiet study spaces, and interaction with professors and peers. The transition was particularly difficult for distance learning students who were accustomed to independent study. Technical difficulties and inadequate online pedagogies presented obstacles to achieving high-quality distance education during the emergency shift caused by the pandemic.

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    CHAPTER 2

    RELATED LITERATURE AND STUDY

    “ ABM student’s post-pandemic experience -Difference of


    distance learning and current face-to-face: A Phenomenological Study “

    LOCAL LITERATURE

    “From face-to-face to teaching at a distance: Lessons learned from emergency

    remote teaching”

    The authors of this research are Lovely C. Corcuera & Abel V. Alvarez.

    This research determines how the Covid-19 disrupts not only the health,

    economic, and tourism sectors but it paralyzed the education sector as well. The

    sudden shift of teaching and learning delivery continuously challenges not only
    the students but also the teachers who are serving as educational front liners at

    the time of the COVID-19 Pandemic in the Philippines.

    Based on UNESCO’s global monitoring of school closures caused by Covid-19,

    as of mid-September 2020, there are more than 800 million affected learners,

    and only 49.9 percent are the total enrolled learners worldwide. In the

    Philippines, the schools, universities, and colleges will remain close since there is

    still an absence of a reliable vaccine/cure. The learners will still not be allowed to

    come to school to keep safe from the public health emergency (Hodges et al.,

    2020). It puts the educational leaders to adapt any alternative solution to deal

    with the educational needs of the students even in the absence of face-to-face

    interaction (Danjou, 2020; Reimers & Schleicher, 2020; Toquero, 2020)

    Considering that the educators were trained to teach the learners in a traditional

    mode of teaching and learning, however, due to the call for new modes of

    teaching, they have to adapt alternative ways since the world is still in estate of

    emergency and that education should still be delivered even in times of crisis.

    Considering that the global pandemic is a sudden concern, educational leaders

    and teachers need to act swiftly (Danjou, 2020; ILO, 2020) for the continuity of

    providing quality education to the students (Tria, 2020).

    “Academic and emotional effects of online learning during the COVID-19

    pandemic on engineering students”


    The authors of this research are Baltà-Salvador, R., Olmedo-Torre, N., Peña, M.

    et al.

    This study explores the emotional effects of the COVID-19 pandemic on

    engineering students over time as well as their online learning experiences as

    undergraduate students. We are compelled by this exceptional context to

    comprehend students’ experiences with online learning.

    Studies before the COVID-19 pandemic already reported the negative

    psychological effects that lockdown can cause on people (Blendon et al., 2004).

    Quarantine is often described as an unpleasant experience for those who suffer

    it, and can involve uncertainty about the situation and boredom (Brooks et al.,

    2020; Cava et al., 2005). It is also associated with significant psychological

    distress, depressive symptoms, post-traumatic stress, and aversive emotional

    states such as anger, confusion, anguish, disgust, fear, or nervousness, among

    others (Brooks et al., 2020; Hawryluck et al., 2004).

    The majority of students in our sample reported that their academic development

    worsened during online learning, and a high percentage considered that the

    online teaching they received was of a bad quality. Therefore, students have

    perceived a negative impact regarding the change to online teaching during

    COVID-19 in their academic experience, especially in their academic

    development and the quality of the teaching they have received. These findings

    are consistent with some studies on university students during the COVID-19
    pandemic regarding the quality of teaching received (Al-Balas et al., 2020;

    Alnusairat et al., 2020; Amir et al., 2020; Linh & Trang, 2020) and the impact on

    students’ learning outcomes (Aristovnik et al., 2020; Nassr et al., 2020; Son et

    al., 2020; Tang et al., 2020).

    According to the study’s findings, the majority of students felt that the lockdown

    caused by the COVID-19 pandemic had a negative impact on their academic

    performance because it reduced the quality of their online education.

    Additionally, the effectiveness of the instruction, the suitability of the

    assignments, the environment in which students work, and interactions with

    professors and other students all have an impact on how well students perform

    academically. Students’ emotional states were described as being more

    discouraged, bored, confused, and worried, and less calm and more confident.
    LOCAL STUDY
    FOREIGN LITERATURE
    FOREIGN STUDY

    “ Disrupted distance learning: the impact of Covid-19 on study habits of distance

    learning university students “

    The author of this study are Maria Aristeidou and Simon Cross.

    According to them this study conducted to analyze the impact of covid-19

    pandemic to the students who in campus-based and showing the overall


    distruption in their learning activities, with universities suddenly shifting from face-

    to-face to online learning. In this study, they looked into the impact of the Covid-

    19 pandemic disruption on the studies of undergraduate students at The Open

    University (OU).This unexpected transition was not successful on many

    occasions due to a lack of infrastructure, staff capacity, and student response

    (Marinoni et al., 2020, as cited in Maria & Simon, 2021). The sudden and

    unexpected global shift to online teaching caused difficulties from several

    aspects: access to online systems, teacher and student competencies and

    pedagogies for distance learning, and the requirements of specific fields of study

    (Marinoni et al., 2020, as cited in Maria & Simon, 2021). Also according to them

    several studies indicate the lack of ICT equipment (e. g printer) and the limited

    knowledge on its use, Additionally a lack of quite place to study are also included

    in the negative impact of covid-19.

    Distance learners (students studying without physically attending college or

    university) are on average older, and a greater portion belongs to more ‘at risk’

    groups who may be disproportionately affected by the social distancing, health

    impacts, lockdown and shield-ing practices being implemented by national

    governments (World Health Organization (WHO),2020, as cited in Maria &

    Simon, 2021). Distance learners have specific and established ways of using

    learning technologies, such as mobile devices (Cross et al., 2019 , as cited in

    Maria & Simon, 2021).


    “An Exploratory Study of the Obstacles for Achieving Quality in Distance

    Learning during the COVID-19 Pandemic “

    The author of this study are Zohra Lassoued, Mohammed Alhendawi, and Raed

    Bashitialshaaer.

    According to their that this study aims to reveal the obstacles to achieve quality in

    distance learning during the coronavirus (COVID-19) pandemic. The primary aim

    of this research was to investigate the various ways in which students pursued

    their studies at home during the university suspension as a result of COVID-19

    (Lassoued et al., 2020). for online learning only benefits courses with practical

    components with courses such as English Language and History (George, 2018).

    Amidst this deadly pandemic, online platforms, such as video conferencing,

    online discussions, and free lecture access, are needed. Internet connections

    must be good, where instant feedback from students can be achieved and can

    be used as an alternative to face-to-face classes (Basilaia et al., 2020). E-

    learning users face many technical difficulties that hinder the teaching and

    learning system, such as time and location flexibility, students and learners being

    dissimilar, e-learning not feeling comfortable, increased frustration and confusion,

    and inadequate technological compatibility (Favale, 2020). This sudden shift to

    distance education in an emergency has led to shock and tension among

    students and faculty members, whether on a personal or professional level, as

    the process requires extra efforts, in addition to several unusual obstacles for
    schools and universities such as a lack of time, poor infrastructure, and

    inadequate digital content (Khalaf, Z.N, 2020 ). COVID-19 pandemic is a severe

    acute respiratory syndrome caused by a coronavirus (SARS-CoV-2). In March

    2020, the World Health Organization announced that it had categorized COVID-

    19 as a pandemic (WHO, 2020, Mayo clinic 2020). COVID-19 is an ongoing

    global pandemic, discovered during December 2019 in the Chinese city Wuhan.

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