Related Literature Online Learning

Chapter 2
Related literature
Online learning
Initially, Smith (2009) stated that e-learning is among the most recent types of education systems
that has been attracted the attention of the educators in the world. According to Arasteh et al. (2014),
Draghici et al. (2014), and Mustea et al. (2014); e-learning is the method which allows people especially
students to take courses form home or anywhere as he/she can access the internet, among other platforms
such as peer-to-peer, client-server, and web services. Moravec et al. (2015) mentioned that there are
several studies which are looking at how e-learning tools affect the result of students such as Fatih Baris
and Tosun (2013) who described the influence of using e-tools in the education process at the high school
and concluded the positive influence of this tool on students. In addition, the e-learning platforms allowed
users to access information on the personal computers while mobile e-learning (M-learning) allowing
users to access through mobile devices (Zamfiroiu and Sbora, 2014; Masa’deh et al., 2015; Almajali et
al., 2016). Therefore, students could interact with their courses online via such technological platforms.
E-learning in the pandemic
With Covid-19 pandemic, it has become clearer that education system is susceptible to external
dangers (Bozkurt & Sharma, 2020). Ribeiro (2020) rightly noted that this digital transformation of
instructional delivery came with several logistical challenges and attitudinal modifications. Feldman
(n.d.) while addressing student assessment during this pandemic on how districts can legislate unbiased
and evenhanded grading policies based on these recommendations pandemic-related anxiety will have
negative effects on student academic performance, academic performance of students might be affect by
racial, economic and resource differences, and the larger parts of instructors were not effectively ready to
deliver high-quality instruction remotely. The challenges discussed here are limited to digital
transformation of instructional operations during the period of Covid-19 pandemic.
Related studies
Broadly identified challenges with e-learning are accessibility, affordability, flexibility,

learning pedagogy, life-long learning and educational policy (Murgatrotd. 2020). Many countries
have substantial issues with a reliable Internet connection and access to digital devices. While, in
many developing countries, the economically backward children are unable to afford online
learning devices, the online education poses a risk of exposure to increased screen time for the
learner. Therefore, it has become essential for students to engage in offline activities and self-
exploratory learning. Lack of parental guidance, especially for young learners, is another
challenge, as both parents are working. There are practical issues around physical workspaces
conducive to different ways of learning.
The innately motivated learners are relatively unaffected in their learning as they need
minimum supervision and guidance, while the vulnerable group consisting of students who
are weak in learning face difficulties. Some academically competent learners from
economically disadvantaged background are unable to access and afford online learning. The
level of academic performance of the students is likely to drop for the classes held for both
year-end examination and internal examination due to reduced contact hour for learners and
lack of consultation with teachers when facing difficulties in learning/understanding
(sintema,2020). Student assessments are carried out online, with a lot of trial and error,
uncertainty and confusion among the teachers, students and parents. The approach adopted to
conduct online examination varies as per the convenience and expertise among the educators
and the compatibility of the learners. Appropriate measures to check plagiarism is yet to be
put in place in many schools and institutions mainly due to the large number of student
population. Although there have been overwhelming challenges for educators, schools,
institutes and the government regarding online education from a different angle, there are
several opportunities created by the COVID-19 pandemic for the unprepared and the distant
plans of implementing e- learning system.
It has forged a strong connection between teachers and parents than ever before. The
homeschooling requires parents to support the students’ learning academically and
economically. Children with disabilities need additional and special support during this
ongoing emergency.
The use of online platforms such as Google Classroom, Zoom, virtual learning environment
and social media and various group forums like Telegram, Messenger, WhatsApp and
WeChat are explored and tried for teaching and learning for the first time ever to continue
education. This can be explored further even after face-to-face teaching resumes, and these
platforms can provide additional resources and coaching to the learners.
Theoretical framework
This study is connected to Distributed cognition theory, the students is afforded more powers
or lessen their knowledge because of this pandemic in to put it another way, it's a student-
centered approach to learning in which students participate in a deliberately planned learning
environment that encourages interaction among participants (Bell & Winn, 2000).
This theory promotes learning in a community of learners or a system where interaction takes
place. It is through this interaction where cognition occurs. Distributed Cognition necessitates the
sharing of cognitive activity across the system's components and users, which might be other
individuals or instruments like gadgets, technology, or media. By outwardly expressing their
knowledge, these individuals spread their cognition among other learners and physical or digital
instruments.
E-learning tools have played a crucial role during this pandemic, helping schools and universities
facilitate student learning during the closure of universities and schools (Subedi et al., 2020).
Online learning also allows physically challenged students with more freedom to participate in
learning in the virtual environment, requiring limited movement (Basilaia & Kvavadze, 2020).
Conceptual framework
The researchers used independent variable and dependent variable paradigm format where in
the frequently use of gadgets in online leaning is the independent variable because it will affect
the corresponding dependent variable which is the effect of covid – 19 pandemic in learning
Research paradigm
Independent variable dependent variable
Frequently used of The effect of covid

gadgets in online 19 pandemic in
learning learning

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Chapter 2

E-learning in the pandemic

Broadly identified challenges with e-learning are accessibility, affordability, flexibility,

Independent variable dependent variable

Frequently used of The effect of covid

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