Chapter 2
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter presents the literature and studies that the researchers
reviewed and were found related to the present study. All of these studies had
contributed to a great extent in conceptualizing this study.
Related Literature
According to Gautam (2020), one of the most oft-used terms after the
pandemic is the term “new normal.” The new normal in education is the increased
use of online learning tools. The COVID-19 pandemic has triggered new ways of
learning. All around the world, educational institutions are looking toward online
learning platforms to continue with the process of educating students. The new
normal now is a transformed concept of education with online learning at the core
of this transformation. Today, digital learning has emerged as a necessary
resource for students and schools all over the world. For many educational
institutes, this is an entirely new way of education that they have had to adopt.
Online learning is now applicable not just to learn academics but it also extends to
learning extracurricular activities for students as well. In recent months, the
demand for online learning has risen significantly, and it will continue doing so in
the future. As with most teaching methods, online learning also has its own set of
positives and negatives. Decoding and understanding these positives and
negatives will help institutes in creating strategies for more efficiently delivering
the lessons, ensuring an uninterrupted learning journey for students.
Online learning offers teachers an efficient way to deliver lessons to
students. Online learning has a number of tools such as videos, PDFs, podcasts,
and teachers can use all these tools as part of their lesson plans. By extending the
lesson plan beyond traditional textbooks to include online resources, teachers are
able to become more efficient educators. Another advantage of online education
is that it allows students to attend classes from any location of their choice. It also
allows schools to reach out to a more extensive network of students, instead of
being restricted by geographical boundaries. Additionally, online lectures can be
recorded, archived, and shared for future reference. This allows students to access
the learning material at a time of their comfort. Thus, online learning offers
students the accessibility of time and place in education. Another advantage of
online learning is reduced financial costs. Online education is far more affordable
as compared to physical learning. This is because online learning eliminates the
cost points of student transportation, student meals, and most importantly, real
estate. Additionally, all the course or study materials are available online, thus
creating a paperless learning environment which is more affordable, while also
being beneficial to the environment. Since online classes can be taken from home
or location of choice, there are fewer chances of students missing out on lessons.
Every student has a different learning journey and a different learning style. Some
students are visual learners, while some students prefer to learn through audio.
Similarly, some students thrive in the classroom, and other students are solo
learners who get distracted by large groups. The online learning system, with its
range of options and resources, can be personalized in many ways. It is the best
way to create a perfect learning environment suited to the needs of each student.
She also added that one of the biggest challenges of online learning is the
struggle with focusing on the screen for long periods of time. With online learning,
there is also a greater chance for students to be easily distracted by social media
or other sites. Therefore, it is imperative for the teachers to keep their online
classes crisp, engaging, and interactive to help students stay focused on the
lesson. Another key challenge of online classes is internet connectivity. While
internet penetration has grown in leaps and bounds over the past few years, in
smaller cities and towns, a consistent connection with decent speed is a problem.
Without a consistent internet connection for students or teachers, there can be a
lack of continuity in learning for the child. This is detrimental to the education
process. Students can learn a lot from being in the company of their peers.
However, in an online class, there are minimal physical interactions between
students and teachers. This often results in a sense of isolation for the students.
In this situation, it is imperative that the school allow for other forms of
communication between the students, peers, and teachers. This can include online
messages, emails and video conferencing that will allow for face-to-face interaction
and reduce the sense of isolation. Online learning requires teachers to have a basic
understanding of using digital forms of learning. However, this is not the case
always. Very often, teachers have a very basic understanding of technology.
Sometimes, they don’t even have the necessary resources and tools to conducts
online classes. To combat this, it is important for schools to invest in training
teachers with the latest technology updates so that they can conduct their online
classes seamlessly. Many parents are concerned about the health hazards of
having their children spend so many hours staring at a screen. This increase in
screen time is one of the biggest concerns and disadvantages of online learning.
Sometimes students also develop bad posture and other physical problems due to
staying hunched in front of a screen. A good solution to this would be to give the
students plenty of breaks from the screen to refresh their mind and their body.
Thompson (2021) stated that learning is a lifelong key to success, especially
for career-oriented individuals who hope to advance on both a personal and a
professional level. Unfortunately, many of us find it difficult to add new challenges
to our demanding and inflexible schedules. Online learning is the solution. People
can learn about virtually any subject online, anywhere, anytime. Of course, nothing
is perfect. In this article, we delve into the top 5 advantages of online classes as
well as the top 5 disadvantages of online learning, to help you decide if it is an
option for you. The first obvious advantage of online classes is the sheer
convenience factor. Perhaps some of you are burdened by a lengthy commute
after a long day. The thought of traveling to yet another location before heading
home is an impossibility. Now, with virtual learning, you have the option of taking
classes in the privacy of your own home while wearing your comfy slippers. You
can search for whatever video you might have missed and catch up on class
later! You could even make efficient use of your time commuting and attend an
online course on the bus or train ride home. All you need is an internet connection
and a computer or a smartphone. Not only have you saved hours by not having to
travel to a physical location to take a class, but with online courses, you have
greater flexibility in choosing the best time to study. You may not be able to find
a face-to-face instructor to teach you Spanish online at 3 am, but your options are
infinitely greater online. Online courses ultimately enable you to achieve your
professional and educational goals in a manner that fits your schedule. The major
advantages of online classes center around the tremendous amount of savings for
the learning institution, which no longer has to rely on reserving a physical location
to teach courses. This ultimately translates into more cost-effective classes for the
student. Having to show up at a physical classroom location increases your
expenditures as a student quickly. In addition to saving on the basics like books
and supplies when you take classes online, you also save money on lunch and
travel costs. Some might assume that traditional learning in a physical setting is
the most natural and best way to interact. But that’s not necessarily true. In an
online class, no student sits in the back row. Everyone sits basically front and
center! Those that are too shy to ask a question in front of their entire class now
have the option of initiating a live, private chat with their instructor. A student
uncomfortable with broadcasting to the entire class may even opt to mute their
microphone or disable their camera while continuing to participate in the lesson.
A student with the ability to hide may seem like a disadvantage of online
courses. But now, teachers have the option of administering online quizzes to
ensure every student is engaged. They can edit and enrich videos to create a
better learning experience online. In a physical classroom, the teacher may write
notes on a blackboard, in hopes that students are jotting the information down
themselves. With online learning, an instructor can write down notes on a digital
whiteboard or even assign a student to write real-time notes that students can
easily download after the class. Have you ever wanted to learn French, but simply
never were available? Perhaps the small block of time you actually managed to
carve out around a full-time job and family to learn how to code didn’t coincide
with class hours at your local community center. Was a school in your area even
offering your dream class? Now with virtual learning, the sky’s the limit for new
training opportunities. With online education, students have the option of learning
from instructors in any time zone all over the world, at potentially any time of
day. A world of opportunity can now be accessed from your laptop or smartphone.
He also stated that everyone learns in their own manner. Some students
possess the ability to work independently, while others find comfort in their
community on campus with easy access to professors or their fellow students. The
good news is online virtual classroom platforms have been working to bridge those
gaps, recreating the feeling of community in the virtual space by producing a series
of tools that encourage learners to actively participate in live sessions. Online
education must support the social aspect of learning to match the effectiveness of
traditional classes. Piggybacking off the sentiment above, being part of a
community and physically attending classes increases accountability. If a student
does not feel they are getting the proper guidance, they may not have enough
self-discipline to fully engage in the lessons themselves. Moving to virtual, realtime classes instead of just online courses gives a greater sense of
accountability. Tools like live quizzes help assess understanding in real-time, while
breakout rooms encourage group activity. These tools help foster accountability
and keep students engaged.
Online classes imply an initial learning curve and extra effort on the
teacher’s behalf to create a successful online course. Instructors need to get a
deep understanding of the different approaches to teaching and learning to avoid
just replicating the physical class environment and miss out on all the added
advantages and tools that eLearning and blended learning have to offer. Of course,
instructors also need proper training to tackle the technical aspect of online
learning: the use of video and audio recording equipment, virtual classroom and
lecture capture software, and of course the Learning Management Software (LMS).
The combination of all these new skills represents a steep learning curve for the
teacher, but thoughtful investment in proper training will pay off tenfold for the
institution, the teacher, and the students alike. The classic disadvantages of online
learning center around technical problems. Nothing disrupts an online lesson more
than audio, video, or connection issues. Many times in the past, students were
required to download and/or install cumbersome apps or technology that would
deliver inconsistent performances. Luckily nowadays, online classes can be
accessed through the click of a link without the need to install anything. Internet
connections throughout the world have improved dramatically. Additionally,
people’s devices have gotten significantly better. It’s pretty much inevitable
in 2022, but darn do we spend a frightening amount of time in front of screens.
Online learning sadly contributes to this problem. Excessive screen-time can lead
to all sorts of physical ailments like poor posture or headaches. But it can also be
a personal issue to students who struggle with learning from or focusing on
screens. Especially since the internet is geared to distract students with social
media and entertainment just a click away from the learning material. The better
online learning platforms and software out there have all kinds of tools and
features to help students staying attentive and engaged. There are advantages
and disadvantages of online learning for higher education. But as technological
capabilities have reached new heights and many of the major concerns of students
taking online classes have been addressed, the advantages of online classes are
beginning to drown out the disadvantages.
The rise of the internet, alongside the worldwide availability and
development of digital communication services, has brought online learning
technology to the attention of established tertiary institutions, as they seek better
and more effective ways of reaching students and delivering educational content.
Educational institutions are currently equipped to provide distance learning
opportunities through online classes for students (Picciano, Seaman &
Day, 2015).This realisation has led to a departure from conventional methods
which require strict attendance from students at lectures (Bakia, Shear, Linda, &
Toyama, 2012). The quantum of spread of online learning can be measured in a
quantitative manner by identifying the number of students benefiting through
online courses. Online learning environments are thus able to encourage higher
level education for students who, due to either work, social, or family
commitments, would find it difficult and are otherwise unable to participate
(Nguyen, 2015; Mitchell & Delgado, 2014). In an ever-connected world, online
learning is increasingly relevant, though the way it negates the limiting physical
barrier of location, and as it enables an integration of ideas from vastly different
perspectives and cultures (Squire, 2018). While many students have engaged in
successful learning through online environments, some factors detract from the
efficacy of these learning platforms, limiting their reach, including the increased
time and commitment which is demanded from online courses, and the lack of a
physical connection also impairs co-operation with course mates (Mehdipour &
Zerehkafi, 2013). The online mode of learning has been found to be more
convenient and flexible around students’ various family and social commitments.
However, a challenge to the online learning platform is academic integrity
(Stott, 2014).
These problems validate the need to carefully examine the benefits of these
platforms against potential drawbacks. Online learning is not showing any signs of
slowing, and with rising enrolments, we are required to collect more data
concerning the view of the participants of these courses. The student’s perception
is of primary concern in these studies, as students are set to benefit from these
opportunities. To evaluate the influence of online tools on the current learning
experience, information has been collected from students who have been
participants in online courses. These students’ perceptions of the advantages and
disadvantages of online learning are therefore examined in this thesis. While online
learning has been gaining popularity in the United States, almost no evidence is
present regarding the impact of the implementation of the online learning process
on student learning theory (Thomas & Thorpe 2018; Bowen, Chingos, Lack &
Nygren, 2013). While the study has implemented in the process of identification
of the key points of the implementation of the online and blended learning
methodology, knowledge regarding the effectiveness of the mode of learning in
the clinical or practical domain is limited (McCutcheon, Lohan, Traynor &
Martin, 2014). A major question has been raised about the viability of the Massive
Open Online Courses (MOOC) in regard its potential to be accessible to the higher
education network. A study regarding the implementation of MOOC has failed to
determine the reasons for low engagement in spite of the high rate of enrolment
in the modules (de Freitas, Morgan & Gibson, 2015).
To understand the changes that have occurred in the past year and the
effects they have had on university students, first, we must understand the
different mediums that have been used in education. Radha, Mahalakshmi, Kumar
and Saravanakumar (2020) explain that education is how students can learn. In
turn, this is how students gain knowledge about a certain subject or area of
importance. It is important to understand how learning outside of the classroom
has evolved over time. Teachers had always taught in a traditional face-to-face
classroom, though before the pandemic, many universities had created distance
learning programs. These programs were defined by Moore and Kearsley (2012)
as a way for students to obtain classroom-based instruction outside the classroom
using various forms of technology, so students can receive courses while physically
in a different place than in a traditional classroom. Today, students have not been
given
the
option
of
being
in
a
classroom,
and
therefore,
physically being in a different place is the only feasible option available. Therefore,
taking courses has become what Finch and Jacobs (2012) explain as distance
learning or being in a different place and still allowing students to have a classroom
experience. Bell and Fedeman (2013) suggest that these distance learning
programs have adapted because of the egregious amounts of technological
advances on the internet or worldwide web. However, it is important to point out
that distance learning has rapidly evolved into an updated medium called Elearning. This can be defined by Layali and Al- Shlowiy (2020) as the use of all
online tools such as video conferencing applications, messaging applications, and
social media applications that promote interaction. These researchers go on to
explain how these tools can aid in students learning and allow for mimicked social
interactions that once occurred in a face-to-face classroom creating an optimal
learning environment for some participants.
Related Studies
The study of Alshamrani (2019) had the primary objective of identifying the
advantages and disadvantages of online learning for a group of students studying
in New Zealand. The study was conducted using a survey and interviews to delve
into an understanding of the advantages and disadvantages of online education
from the student’s perspective. The intended audience for the research are
academics, instructors, and the designers of online course modules, as well as
those involved in the design of institutional educational learning systems. It was
seen that although research on the definition and various facets of online learning
is numerous, the literature regarding the advantages and the disadvantages of
online learning was very limited. The study identified that the role of technical
infrastructure and internet connectivity is paramount in ensuring the success of
the online learning. Also, content and technology providers need to provide
portable, high-quality, inter-operable solutions so that the same content can be
delivered across the different institutions and different departments within the
same institution. Further, the advantages can be leveraged to increase the
popularization of online education and inform best practice in using online learning
platforms.
According to Rawashdeh, et. al. (2021), the architecture of a learning
system implies a heavy task for e-learning to be integrated into a complicated
system that is flexible, time scalable, and capable of lasting, even though there
are many diverse tools. Currently, higher education in United Arab Emirates is
experiencing a major transformation, considering increased accessibility.
Therefore, the study aims to identify the advantages and disadvantages of elearning
in
university
education
in
United
Arab
Emirates.
A descriptive study design was used to randomly select students from Ajman
university, who were enrolled in 2018/2019 academic year. A close-ended
structured questionnaire was constructed to collect data from students.
Frequencies and percentages were used to analyze the data collected. 81%
students stated that e-learning provides scientific material in an interesting way.
Similarly, 80% students have responded that e-learning increases the possibility
of contact between students among themselves and between the students and
the
teacher.
73%
students
indicated
that
due
to
increasing
social isolation, they spend more time in front of the technical means of social
interaction account and face-to-face with others. 70% students have indicated that
there is a presence of electronic illiteracy among parents, which reduces their
ability to follow their children electronically. It is essential for potential e-learners
to understand the differences between an e-learning classroom setting and a
conventional classroom setting as there are both advantages and disadvantages
of e- learning to both environments that can probably influence their overall
performance as a student.
Mather and Sarkans (2018) discovered that the rapid expansion of online
learning in higher education in recent years has attracted a large number of
students. In this paper, the researchers examined students’ perceptions of both
online and face-to-face learning by conducting a qualitative study that surveyed
313 students from an Ontario community college. The objective was to explore
students’ perspectives on the issues of learner preference, interactivity, workload,
performance, and challenges. An analysis between the two groups, online and F2F,
showed a difference in student perceptions and experiences.
Sevy-Biloon (2021) said that due to the pandemic, classes have moved
online for 2020-2021, and a return to face-to-face classes in the National
University of Education (UNAE) in Ecuador is unknown. Students studying in the
undergraduate program to be English language teachers are slowly adapting to
this new form of E-learning, and some have found that they prefer online classes,
while many are waiting for the day they return to classes. The objective of this
study is to look at the pros and cons given by 69 students discussing why taking
classes virtually or face to face is a better option for EFL and being an ELT
professional in these turbulent times. Some prefer online learning for various
reasons such as safety, comfort, economic reasons, and having more time in
general. Some find E- learning difficult and want to return to synchronous classes
because they feel there is little interaction between classmates and teachers, they
cannot practice English authentically, cannot get clarification from the teacher,
have a hard time concentrating online, and there are constant internet connection
issues.
In
conclusion,
this
information
has
great
importance for teachers today who are struggling to teach in this new medium and
teach to the needs of their students to aid in their planning and will contribute to
future teachers who will teach online.
In the study of Firmante (2022), she revealed that the current Covid-19
pandemic resulted an enormous effect to people all over the world. There is a
major distraction as schools needed to quickly shift from traditional face-to-face
learning to remote or digital learning. Literature shows how the Covid-19 pandemic
make a toll on students’ well-being and learning. Thus, the current research aimed
to explore students’ experiences and addressed the following research questions
(1) What is the impact of the Covid-19 pandemic among engineering
students? (2) What are the perceived advantages and disadvantages of remote
learning? and (3) What are the coping strategies of engineering students during
the Covid-19 pandemic? With this aim, a focus group discussion was carried out
online and eight undergraduate engineering students participated in the study.
Two general categories (Fear and Anxiety & Opportunities) with five codes were
obtained for research question one, two general categories (Advantages &
Disadvantages of the Remote Learning) with ten codes for research question two
and three general categories (Physical Activity, Support System & Personal Time)
with ten codes for research questions three. Results will help aid in the
development of continuous support services for students in this new and
challenging time.
Synthesis of the State-of-the-Art
The related studies cited in this research provided useful information which
have guided the researchers to determine the agricultural livelihood activities
which serve as an income generating mechanism and it helps to know the gap
between the previous studies and in the present study.
This study is similar to the study of Alshamrani (2019), Rawashdeh, et. al.
(2021), Mather and Sarkans (2018), Sevy-Biloon (2021), and Firmante (2022) as
it focused well on the matters pertaining to advantages and disadvantages of
online/virtual learning and in-person classes approach.
This study is different to the study of Alshamrani (2019), Rawashdeh, et.
al. (2021), Mather and Sarkans (2018), Sevy-Biloon (2021), and Firmante (2022)
because this study will identify the advantages and disadvantages of virtual and
face-to-face classes in the opinion of college respondents using another set of
variables and parameters including the significant difference between the
advantages and disadvantages of the two opposing approaches.
Also, the
researchers of this present study will use evaluation of the respondents to obtain
their perception on the major barriers along conducting virtual and in-person
learning activities.
Gap Bridged by the Study
The uniqueness of this research study from the previous studies is that the
researchers will assess the advantages and disadvantages of virtual and face-toface classes and it will also propose recommendations that will be used to address
the major barriers encountered by the respondents in attending their classes. Also,
it will be at conducted at Naga College Foundation, Academic Year 2022-2023.
Through this study, a link was established among previous researches
calling for deeper and further study on the subject matter. None of the studies
that had been reviewed specifically focused on the comparative analysis of
significant difference of advantages and disadvantages of virtual and face-to-face
classes as perceived by third year students leading to the degree of Bachelor of
Physical Education. From the presentation of the findings of the aforementioned
studies, it was found out that all of them enriched the present studies. From the
enumerated studied herein, it was noted that no one had exactly the same as of
the present study thus, this is the gap that this study would like to bridge.
Theoretical Framework
The present study is anchored on Vygotsky’s Socio-cultural Theory (1934),
Keegan’s Theory of Distance Education (1997), Dewey’s Educational Theory of
Pragmatism (1870), and Wood, Ross, and Bruner’s Theory of Scaffolding (1960).
These are tied with the allied theories to significantly strengthen the premise of
the researchers in developing the proposed outcome.
Socio-cultural Theory
The work of Lev Vygotsky (1934) has become the foundation of much
research and theory in cognitive development over the past several decades,
particularly of what has become known as sociocultural theory.
Vygotsky's sociocultural theory views human development as a socially
mediated process in which children acquire their cultural values, beliefs, and
problem-solving
strategies
through
collaborative
dialogues
with
more
knowledgeable members of society. Vygotsky's theory is comprised of concepts
such as culture-specific tools, private speech, and the Zone of Proximal
Development.
Vygotsky's theories stress the fundamental role of social interaction in the
development of cognition (Vygotsky, 1978), as he believed strongly that
community plays a central role in the process of "making meaning." Vygotsky's
theory focuses on the role of culture in the development of mental abilities e.g.
speech and reasoning in children. According to Vygotsky, adults in society foster
children’s cognitive development by engaging them in challenging and meaningful
activities. Adults convey to children the way their culture interprets and responds
to the world. They show the meaning they attach to objects, events and
experiences. They provide the child with what to think (the knowledge) and how
to think (the processes, the tools to think with). The interactions with others
significantly increases not only the quantity of information and the number of skills
a child develops, it also affects the development of higher order mental functions
such as formal reasoning. Vygotsky argued that higher mental abilities could only
develop through the interaction with more advanced others. Vygotsky proposed
that children are born with elementary mental abilities such as memory and
perception and that higher mental functions develop from these through the
influence of social interactions.
Theory of Distance Education
Central to Keegan's concept of distance education is the separation of
teaching acts in time and place from learning acts. Successful distance education,
he believes, requires the reintegration of the two acts. Possibly the emphasis on
making learning experiences equivalent for learners would contribute to the
reunification of teaching and learning as simultaneously occurring acts.
Equivalency theory should be evaluated by applying Keegan's criteria, as well as
others, to determine if it is an approach to distance education that is appropriate.
The changing and diverse environment in which distance education is
practiced has inhibited the development of a single theory upon which to base
practice and research. A variety of theories have been proposed to describe
traditional distance education. They include theories that emphasize independence
and autonomy of the learner, industrialization of teaching, and interaction and
communication. These classical theories emphasize the notion that distance
education is a fundamentally different form of education. Recent emerging
theories based on the capabilities of new interactive telecommunications-based
audio and video systems suggest that distance education may not be a distinct
field of education. Both the utilization of existing educational theory and the
creation of equivalent experiences for the distant and local learner are emphasized.
Classical distance education theorists need to address the changes to distance
education facilitated by new technologies. Advocates of the new theories must
consider the relationship of these to the traditional strengths of distance education.
For example, the new theories' focus on face-to-face instruction eliminates the
advantage of time independent learning that traditional theories of distance
education value. The debate of these theoretical issues will only increase in the
face of continued technological change.
An environment in which technology, society, economics, politics, and
approaches to learning are all in transition suggests that theories, definitions, and
the practice of distance education will continue to be contested. This theme of
change will both challenge and motivate distance educators and researchers as
they strive to understand and develop effective ways to meet the needs of learners
around the world.
Educational Theory of Pragmatism
John Dewey believed in an interdisciplinary curriculum or a curriculum that
focuses on connecting multiple areas, where children are allowed to freely move
in and out of their environment as they pursue their interests and construct their
own paths for acquiring and applying knowledge. The role of the Educator in this
setting would be to serve more as a facilitator than an instructor. In Dewey's view,
the Educator should observe the interest of the children, observe the directions
they naturally take, and then serve as someone who helps develop problemsolving skills. Dewey advocates that broader curricular programmes are needed
and emphasis should be placed on the total development of the person as being
equally important as the intellectual and the academic.
The Educator is a guide and director he steers the boat, but the energy that
people it must come from those who are learning. The more the Educator is aware
of the past experience of children of their hopes, desires, and chief interests the
better will be. The Educator is engaged not simply in the training of individuals but
in the formation of the proper social life. John Dewey is probably most famous for
his role in what is called progressive education. Progressive education is essentially
a view of education that emphasizes the need to learn by doing. Dewey believed
that human beings learn through a 'hands-on' approach. This places Dewey in the
educational philosophy of pragmatism.
Pragmatists believe that reality must be experienced. From Dewey's
educational point of view, this means that children must interact with their
environment in order to adapt and learn. Dewey felt the same idea was true for
Educators and that educators and children must learn together. His view of the
learning environment was deeply rooted in democratic ideals, which promoted
equal voice among all participants in the learning experience. Dewey's approach
was truly child-centered. A child-centered approach to education places the
emphasis on learning about the needs and interests of the child. In Dewey's view,
children should be allowed to explore their environments.
Education should also reflect the child’s interests and backgrounds and that
their social and cultural worlds are important. Individuals learn and grow as a
result of their experiences and interactions with the world, according to Dewey.
Individuals gain new concepts, ideas, practices, and understandings as a result of
these encounters and experiences, which are then polished through the learner's
life experiences and social relationships.
Theory of Scaffolding
Bruner’s scaffolding theory is that children need support and active help
from their teachers and parents if they are going to become independent learners
as they mature. According to Bruner’s scaffolding theory, children are somewhat
dependent on those who have more knowledge or competency than they do in
certain areas, such as reading or calculating square roots, when they begin
learning. As students gain more independence and confidence, the help from
teachers and parents decreases until the students are independent learners, much
as scaffolding used to support construction workers and their materials is removed
as a building project nears completion.
In an elementary school classroom, for example, Bruner’s scaffolding theory
can be implemented as children learn how to read. At first, the teacher might do
most or all of the reading aloud to students, pronouncing all words for them,
defining unfamiliar vocabulary words, and explaining the meaning of the text. After
the students have had the teacher to model effective reading for them for a while,
they will begin to be assigned more independent reading, reading aloud in small
groups as they tackle the words and meanings but still ask questions. As they gain
more independence, students will take more of the responsibility for learning how
to read, such as responding to the text verbally and in writing, seeking out the
meaning of new vocabulary words, reading fluently, and gaining meaning from
text by using higher-level thinking strategies. The more that students practice
reading and become confident and proficient at it, the less they will depend on
help from their teachers.
Bruner’s scaffolding theory is educational guidance for parents and
teachers. The paradigm or idea behind Bruner’s scaffolding theory can be used
across all age and grade levels and across all subject areas. In a high school math
course, for example, students might begin to learn how to solve quadratic
equations or to prove a geometric formula by listening to their teacher describe
how to do it as she works examples for them. They might then be asked to work
independently or in groups to solve some of these problems as their teacher
circulates, helps them and then goes over the answers with the entire class to
check for accuracy. Once students have gained more independence and
competency in these mathematical concepts, they might work in groups where
they teach and guide one another or present problems and solutions to their class
without help from their instructor.
Conceptual Framework
The conceptual framework will be consisting of Input, Process, and Output
together with the feedback.
The input provides the study with data that the researchers will use to arrive
at the research result. The inputs included are the baseline information gathered
from the following: the advantages and disadvantages of attending virtual classes
as perceived by the BPED 3A students; the advantages and disadvantages of
attending face-to-face classes as perceived by the BPED 3A students; the
significant difference between the advantages of virtual and face-to-face classes;
the significant difference between the disadvantages of virtual and face-to-face
classes; and the major barriers encountered by the respondents in attending
virtual and face-to-face classes.
The process consists of the steps to be done by the researchers to come up
with the output. These are the following: preparation and validation of survey
questionnaires, selection of respondents, preparation, distribution, and collection
of questionnaires, statistical treatment, and content analysis.
The output indicates what the researchers expect after conducting the
research. The assumption is that after a deliberate process is executed, there will
be an assessment of advantages and disadvantages of virtual and face-to-face
classes to the BPED 3A students that will be used as basis in formulating
recommendations to properly address the major barriers which hinder the
respondents in attending virtual and in-person classes.
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