Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter is a presentation of ample literature and

studies pertaining to Challenges of Synchronous Learning and

Academic Performance Experienced of English Major Students

of Samar Colleges Inc. This chapter also contain various

related literature and studies taken from other resources

such as books, journals, periodicals, and publication

materials, published and unpublished materials.

Related Literature

Various ideas on Challenges of Synchronous Learning and

Academic Performance are herein discussed in order to set

the foundation of the problem of the present research.

It is important to keep in mind that every individual

is a unique learner. Educators have, for many years,

realized that some learners prefer certain methods of

learning. These methods, referred as learning preferences or

learning styles. Learning style of the learners is a

determinant factor in improvement of any learning process.

Perez (2001) found that, from students’ perspective, the

lack of personal interaction between the instructor and

students was one of the main disadvantages of distance

education. One of the major downsides of online learning

environments is the insufficient amount of interactive

environment. One of the major reason why instructors and

students lacked in interaction is not having a stable

internet connection. Establishing a positive relationship

with their teacher helps a student feel more comfortable and

safe in their classroom environments. As a result, students

are more likely to participate actively in class and

challenge themselves academically.

One of the biggest disadvantages of distant education

was the absence of personal connection between the

instructor and the pupils. A strong relationship with their

instructor can make a kid feel more at ease and safe in

their educational setting. Students are more inclined to

actively participate in class and to push themselves

intellectually.

According to Khan (2006), synchronous learning is the

interaction between participants and instructors in real

time. To be successful, you need to have at least a hundred

words of text. Due to the increasing popularity of

synchronous learning, it has been expanded to include

various types of interactions and time constraints.

The interaction between students and instructors in

real time is referred to as synchronous learning. You must

have at least a hundred words of text to be successful. As

broadened to accommodate other forms of interactions and

time limits.

Dennen, Darabi & Smith (2007) indicated that timeliness

was more important to students than the extent of feedback

that the instructor provided. Although instructors might

find value in taking the time to write thorough comments to

each student, the fact is that students would respond

differently if this feedback was provided in a timelier

manner. Feedback enables prompt changes to acts or habits,

resulting in improved performance. Before you approach the

person, consider what performance is being jeopardized by

this action or conduct.

Students are more valuable to their teachers than the

amount of feedback they receive. Feedback allows for

immediate adjustments in actions or habits, resulting in

increased performance. Consider what performance is

compromised by this person's activities or conduct before

approaching them for comments.

Dunn, Beaudry, Lu, Jia, Gong and Clark (2008) Academic

performance is a multidimensional variable that may be

influenced by both internal and external classroom

circumstances, hence different learning styles are a

component in determining academic performance groups.

and academic performance in various types of e-learning.

Academic performance is a multidimensional variable

that may be influenced by both internal and external

classroom circumstances, hence different learning styles are

a component in determining academic performance groups.

(Barrett, 2010) As technology becomes more widely

available in many parts of the globe, virtual communities

and a new type of student population have emerged,

necessitating the development of new online learning

opportunities for students. As a consequence of technological

advancements in online education, online class has become an

integral component of distant education.

As a consequence of technological advancements in

online education, e-learning has become an integral

component of distant education. The growth of online

education is growing as technology progresses and user

experience improves.

Related Studies

The overview of the important findings of earlier

research, such as master's theses and dissertations, is

provided and discussed herein, as they discovered

commonalities with the problem of the current research, and

research. The overview delves into research-based

suggestions for effective online and mixed teaching and

learning approaches.

LeaShea (2013) confirmed that in regards to students’

perception of online learning, there were positive results

when a synchronous online platform was used. However, Other

student perceptions revealed that some of the technical

issues that can be experienced in a synchronous online

platform can have a negative impact on students’ overall

experience and cause them to disengage from the class.

Web-based learning is not as successful as conventional

classroom learning because it lacks face-to-face training.

One of the major limitations of the online learning

experience is a lack of communication with classmates and

teachers, which can be frustrating for some students.

Christopher Pappas, (2015) he claims in "Synchronous

learning advantages and disadvantages in corporate training"

that synchronous learning may considerably assist eLearning

professionals progress by partaking in online training

courses. However, there are several unintended consequences

to this approach. In his essay, he listed five benefits of

synchronous learning, including its low cost, convenience,

instant feedback, high motivation, and ability to develop a

feeling of community. He also mentioned that synchronous

requiring a high-speed internet connection, local time

restrictions, requiring careful preparation, and being

difficult for individuals with weak social skills.

By participating in online training courses, eLearning

professionals may benefit greatly from synchronous learning.

This method, however, has a number of unforeseen effects.

Technology-based training can be challenging for people who

lack social skills, and it necessitates a high-speed

internet connection.

Judith V. Boettcher and Rita-Marie Conrad (2016) a

central emphasis of these recommendations is that successful

online learning depends upon the formation of an online

learning community, and this is only possible if there is

regular online interaction between teachers and students.

When faculty actively interact and engage students in a

face-to-face classroom, the class evolves as a group and

develops intellectual and personal bonds. The same type of

community bonding happens in an online setting if the

faculty presence is felt consistently. As researchers we

emphasize the importance of the connection between students

and their teachers. This can be lost if there is no ‘live’

contact element at all.

establishment of an online learning community, which is only

achievable if professors and students communicate online on

a regular basis. When faculty actively interacts with and

engages students in the classroom, the class matures as a

group and forms intellectual and personal relationships. If

the teacher presence is perceived regularly, the same form

of community bonding occurs in an online situation.

Baticulon et.al (2020) barriers to online learning, the

most frequently encountered were difficulty adjusting

learning styles, having to perform responsibilities at home,

and poor communication or lack of clear directions from

educators. Lack of physical space conducive for studying and

mental health difficulties were also common. This shows that

the availability of fast and reliable internet connection

was a bigger concern than either device ownership or

technical aptitude.

The availability of a fast and stable internet

connection was more important than device ownership or

technical skill. A lack of physical space suited to

learning, as well as mental health issues, were frequent.

According to the statistics, the most prevalent obstacle to

online learning was a lack of contact between professors and

students.
 Barrot et.al, (2021) also revealed the challenges

experienced by the students I n relation to them academics

amidst the global pandemic. In the study, it revealed that

most of the students’ responses were related to teaching and

learning quality, anxiety and mental health issues. For the

anxiety and mental health issues, most students reported

that the anxiety, boredom, sadness, and isolation they

experienced had adversely impacted the way they learn,

completing their tasks/activities, and their motivation to

continue studying. Additionally, it was revealed that the

global outbreak of the pandemic aggravated the financial

difficulties experienced by some students. This financial

impact mainly revolved around the lack of funding for their

online classes as a result of their parents’ unemployment

and the high cost of Internet data. Meanwhile, few concerns

were raised in relation to COVID-19’s impact on mobility and

face-to-face interactions. For instance, some commented that

the lack of face-to-face interaction with her classmates had

a detrimental effect on her learning and socialization

skills, while others reported that restrictions in mobility

limited their learning experience.

The global pandemic epidemic exacerbated the financial

challenges that some students were experiencing. Few

concerns were expressed about the influence of COVID-19 on

mobility and face-to-face interactions. Some students, for

learning experience.