CHAPTER 2

Review of Related Literature

Local Literature

According to Katerina Francisco blogger of Rappler Phillipines, “Online learning adds another
dimension to what you learn about – you get to know how a person from another part of the world
thinks about a particular topic. You get to see how different backgrounds and cultures color how people
view the world. (Of course, if you've been on the Internet long enough you'll learn how people think just
by reading the comments section, but in an online course, opinions are much more intelligently
discussed). But despite the convenience of an online education, there's still a real benefit to taking your
ideas offline.”

“In the Philippines, the term e-learning is used synonymously with online learning and concerns
the online delivery of instructional content as well as associated support services to students. This article
is primarily based on experiences at the University of the Philippines Open University (UPOU). It
showcases the development of e-learning in the country from just a supplement within once-a-month
face-to-face (FTF) sessions in a university learning center to more extensive use of a learning
management system (LMS) as a venue for academic discussions as well as learning assessments, sharing
learning resources and content, and students submissions of course requirements. Also discussed is how
the mobile phone is being used to bridge the digital divide and make the digitally excluded sectors of the
Filipino society become part of the online learning program of the university. The mechanisms being
used to ensure quality education in e-learning as well as the challenges faced by e-learning institutions
are extensively detailed.” (M. Dela Pena-Bandalaria, M. (2009).

According to the Philippine National Development Plan, “the number of higher education
institutions in the Philippines is ten times more than its neighboring countries. The Philippines’s
lackluster performance in producing innovators, researchers (81 researchers per million population
versus 205 in Indonesia and 115 in Vietnam) and knowledge producers (28 out of 777 journals, or 3.6
percent are listed under Thomson Reuters, Scopus or both) indicates that the country has lagged behind
many of its Asean neighbors in producing researchers, innovators and solutions providers needed to
effectively function in a knowledge economy.”

Although the participation in higher education in the Philippines has expanded in recent years, with the
gross tertiary enrolment rate growing from 2.2 million in 1999 to 4.1 million in 2016, the information
from the Philippine National Development Plan that we have a shortage in local “researchers and
innovators” should not be overlooked nor ignored. Enrolment rates for college students are expected to
expand even more, with the bold decision of President Duterte in 2017 to make education at state
universities and colleges tuition-free, yet this does not automatically mean that such changes can result
in producing a new generation of researchers and innovators.
Foreign Literature

Author Devin Morrisse stated to his article, “Since online education provides the freedom to be
able to work while you pursue your degree, you’re eliminating one common issue students struggle
with: lacking work experience after graduation when they’re trying to enter the workforce. Some people
say experience can be more beneficial to getting a job offer than education. I think we need a balance of
both to be successful. It’s unfortunate that traditional schooling doesn’t provide this flexibility quite like
online options do. But that’s just one of the many benefits of online education.”

Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of

Online Learning Studies (2015), “Effective online courses are developed through the systematic design of
instruction with emphasis on the achievement of course learning objectives. This rigorous approach to
course development and the creation of learning activities (which vary by course) is fundamental to
create an effective learning environment and increases the potential for student learning and their
construction of new knowledge. Thoughtful course planning takes best practices (e.g., consistency of
course interface and similarly structured course modules) into account and should be complete prior to
the start of the course. In one research study it was interesting to note that faculty who go through the
process acknowledge that this conscientious approach to pedagogical review also has positive impact in
traditional classrooms. Admittedly, one great advantage of online learning is the enhanced access for
students: removing the constraint of commuting to a specific location at a certain time. Annual studies
document that millions of students are able to enroll in online courses.”

The ubiquity of information technology has been influencing almost all aspects of our lives: the
way we work, interact with others, process data into information, analyze and share information,
entertain ourselves, and enjoy tourism. E-evolution or e-revolution (Palvia 2013) has witnessed e-mails,
e-commerce, e-government, and now e-education. E-education or online education is changing the way
we approach teaching and learning. Changes in education delivery models have been rapid and
transformational. As institutions worldwide adapt to these changes, a very dynamic education landscape
has generated immense interest among researchers, educators, administrators, policymakers,
publishers, and businesses. Instead of “correspondence” courses that started in England in the mid-
nineteenth century and involved sending of hard copy documents that were subject to long time delays,
e-education facilitates asynchronous as well as synchronous education delivery methods along with
access to online discussion boards, chat rooms, and video conferencing. Today’s “online” or “blended”
learning started in the 1990s with the advent of the Internet and World Wide Web and reaches
individuals in remote locations, or who want the convenience of eliminating travel time.
  Student preference  Gathering Data  Students’ Writing
as perceived by the through survey Performance.
Senior School questionnaires
Students  Students’ Motivation

CONCEPTUAL FRAMEWORK:
INPUT PROCESS OUTPUT