Project-Study-2-Theoritical-Framework.pptx

Project Study

1. THEORETICAL FRAMEWORK CHAPTER 2 This chapter encompasses a compilation of relevant studies gathered from various reputable sources. These studies were meticulously examined and assessed, as they hold great significance to the current research. Additionally, they played a crucial role in the development of the research instrument.

2. Review of Related Literature and Studies

3. A. Onsite vs. Offsite Online education, also known as distance learning or e-learning, has gained significant popularity in recent years. The emergence of technological advancements and the impact of events such as the COVID-19 pandemic have propelled the adoption of online teaching methodologies. This literature review aims to explore the key factors and comparisons between online and onsite education, shedding light on the advantages and challenges associated with each modality.

4. Advantages of Online Education: 1. Flexibility: Online education offers flexibility in terms of time and location, allowing learners to access educational content from anywhere and at any time that suits their schedules (Allen & Seaman, 2017). 2. Accessibility: Online education breaks down geographical barriers, enabling individuals who may have limited access to traditional educational institutions to participate in learning opportunities (Hodges et al., 2020). 3. Self-paced Learning: Online learning provides learners with the ability to progress at their own pace, accommodating different learning styles and preferences (Means et al., 2013).

5. Advantages of Onsite Education: 1. Face-to-Face Interaction: Traditional onsite education facilitates direct interaction between teachers and students, allowing for immediate feedback, clarification, and deeper engagement (Picciano, 2017). 2. Social Interaction and Networking: Onsite education provides opportunities for students to engage with their peers, fosteringcollaboration, teamwork, and the development of interpersonal skills (Dziuban et al., 2018). 3. Access to Physical Resources: Onsite education grants students access to physical resources such as libraries, laboratories, and specialized equipment, enhancing the learning experience in certain fields (Garrison & Kanuka, 2004).

6. Challenges of Online Education: 1. Technological Requirements: Online education heavily relies on technology, posing challenges for individuals with limited access to reliable internet connections or lacking the necessary technical skills (Hew & Cheung, 2014). 2. Limited Non-Verbal Communication: Online education may lack the non-verbal cues and nuances present in face-to-face interactions, potentially impacting the depth of communication and understanding (Gunawardena et al., 2016). 3. Self-Motivation and Time Management: Online learners need to possess strong self-discipline and time management skills to stay motivated and keep up with coursework (Artino, 2008).

7. Challenges of Onsite Education: 1. Fixed Schedule and Location: Onsite education requires students to adhere to a predetermined schedule and physically attend classes, which may present challenges for those with commitments or geographical constraints (Tsai et al., 2018). 2. Cost and Accessibility: Traditional education often involves significant costs, including tuition fees, commuting expenses, and accommodation, making it less accessible to certain individuals (Baum et al., 2013). 3. Limited Personalization: In a classroom setting, instructors must cater to the needs of a diverse group of students, making it challenging to provide personalized attention to each learner (Sadaf et al., 2016).

8. B . Strengths and Weaknesses of Each Modality A comparison can be made between traditional face-to-face classes and live online lessons, such as those conducted through platforms like Zoom. Notable distinctions exist, particularly regarding classroom management. In physical classrooms, teachers have the flexibility to rearrange students and organize them differently, while online classes usually require managing

9. the entire group as a whole. Smaller groups tend to be more effective in online settings. Additionally, one challenge faced by teachers in online classes is the absence of visual feedback, as it can be harder to gauge students' reactions and engagement through a screen. Online classes also tend to be more prone to distractions, necessitating the use of techniques like posing regular questions and employing voting tools to maintain student engagement. Despite the availability of various applications, maximizing student engagement remains a challenge (Jensen, Bearman, & Boud, 2021).

10. Another significant difference lies in the level of technical involvement required in online teaching. While learners in traditional learning settings also need basic technical skills for tasks like documentation and internet research, online learning places greater demands on technical proficiency. Success in online courses necessitates learners possessing fundamental computer literacy. Similarly, teachers must be adept at incorporating diverse resources into lessons and making them engaging through various media, such as web pages, software programs, search engines, and social media platforms (Winter, Costello, O’Brien, & Hickey, 2021).

11. C . Preference Factors Concerns have arisen regarding the low satisfaction and retention rates observed in online courses and programs ( Bawa , 2016). Protopsaltis and Baum (2019) discovered that while overall outcomes in online and in-person courses are similar, some students may not be well-suited to online learning. They emphasized the significance of regular and meaningful interactions between students and instructors in enhancing the quality of online education, as well as improving student satisfaction and learning outcomes. Chitkushev et al. (2014) also determined that student satisfaction with a course is closely linked to their satisfaction with the instructor. While convenience is often cited as a major factor contributing to students’ satisfaction with online courses, a lack of interaction can lead to frustration (Cole et al., 2014).

12. In a systematic review conducted by Muljana and Luo (2019), various factors influencing student retention in online programs were identified, including institutional support, program difficulty, a sense of belonging, effective course design, student characteristics, and demographic variables such as age, gender, and grades.

13. Several studies have investigated the association between student personality traits and preferences for online courses. These studies have found that introverts tend to prefer online courses (Harrington & Loffredo, 2010), while extroverts are more inclined towards in-person classes. Students may opt for online courses due to their enjoyment of technology and innovation, or because they have the ability to self-regulate their learning pace and study from any location (Paechter & Maier, 2010). Factors such as self-efficacy and satisfaction may also influence a preference for online learning, while “low gregariousness and achievement orientation” may be important for achieving learning objectives in an online context (Varela, Cater & Michel, 2012). Additionally, online students have been found to possess stronger independent learning styles compared to in-person students.

14. D . Teaching Learning Process According to a study titled "Teaching and learning process to enhance teaching effectiveness" conducted by Munna and Kalam (2021), teachers bear the responsibility of facilitating regular interactions between learners' inherent human capabilities and culturally developed technologies to enhance their cognitive abilities. This can be achieved through various strategies such as class interaction, role play, and visual simulations employing graphs, charts, and newspapers, all aimed at challenging and stimulating student learning. The research emphasizes the importance of utilizing a diverse range of resources in the learning process, including computers, books, smartboards, equipment, artifacts, whiteboards, special speakers, games, and computer programs. By incorporating interactive elements into lessons, students are more likely to be engaged and motivated, thus improving their overall learning experience.

15. The study also recognizes that different teaching methods may be more effective for certain learners, and therefore recommends a blended approach combining online and offline learning. Additionally, experiential learning techniques like cross-age peer tutoring, pro and con grids, prodigy games, and mnemonic devices are suggested to enhance the learning experience and mitigate disruptive behavior in the classroom.

16. Conceptual Framework Reflected in the schema of Figure 1 (Conceptual Framework), the following inputs were taken into consideration: The teachers Profile in terms of Sex, Years of Teaching, and Grade Level Taught. Also considered the Perception of teachers in the Efficiency and Effectiveness of the two modalities which are the online and face to face.

The process shall be the data generation through the surveys from the respondents using the appropriate instrumentation and analysis to craft the develop for the output of this study

From the findings of the study, a proposal for the development of the online modalities and face to face instructions program will be designed as an output of the study.

17. THANKS