Republic of the Philippines

Jarmmeth College Inc.

Blk. 39 Lot 12 Ruth St., Francisco Homes III,
Muzon, City of San Jose del Monte, Bulacan

A PHENOMENOLOGICAL STUDY ABOUT INTERACTION

EXPERIENCES OF THE GRADE 10 STUDENTS OF JARMMETH
COLLEGE INC. DURING DISTANCE LEARNING

A research Presented to
The Faculty of Jarmmeth College Inc.
In Partial fulfillment
Of the Requirements for Practical Research I

By:
Avila, Jayson T.
Braga, Ronnelle M.
Billote, Mikaela G.
Bulanon, Christian John Mark C.
Dimamay, John Cedrick P.
Obarra, Mikael Edward Q.
Omaña, John Mark
Perticasion, Hillary L.
Rebujio, Arjay C.
Villanea, Kurt Angelo Z.

Submitted to:
Honey Grace T. De Vera
Practical Research I Teacher
 A Phenomenological Study about Interaction Experiences of the Grade 10 Students of
Jarmmeth College Inc. during Distance Learning

ACKNOWLEDGEMENT

The researchers would like to acknowledge everyone who took part in this study from the
bottom of their hearts. Without the assistance of the individuals engaged in this research, it would
not be sufficient to accomplish it.

We would like to express our heartfelt gratitude to our Practical Research 1 teacher, Ms.
Honey Grace De Vera, for her unwavering support in completing our research, as well as her
patience, motivation, exuberance, and immersion in knowledge. Her advice was extremely
valuable all throughout the process of this research. We could not have asked for a better Practical
Research 1 instructor.

To our great parents, who have always assisted us, given us understanding in the days prior
to the completion of our research, and have always encouraged us. We dedicate our success to all
of you as a way of repaying the favor you provide us.

To our co-researchers, all our hardships, sleepless nights, and restless moments were worth
it. We were able to complete our research by working together, being dedicated, and by
acknowledging differences. We established a cohesive partnership with one another.

To our Grade 10 students’ respondents from Jarmmeth College Inc., we appreciate your
feedback and effort in answering our survey questionnaire, and we thank you for taking the time
to do so.

We thank our Almighty God for guiding us and providing us with the knowledge and
wisdom to complete the research even amid a pandemic. All the glory and praise belong to You
forever.

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ABSTRACT

By analyzing the interactions of the Grade 10 students of Jarmmeth College Inc. who have had
a distance education experience, this research focuses on one of the most crucial concerns in
distance learning, the learners' interaction issues. It discusses issues such as the current situation
of student interactions, students' interpretations of such interactions, and the sequences that have
developed because of such interactions. This research discovered that the student interaction
concept in distance learning was entangled with several influences and topics using a
phenomenological approach. The management, teachers, and staff in a distance education system
must engage with one another on an administrative level to promote an engaging learning
environment and promote student interactions.

The value of interaction during distance learning is the focus of this research. Since we are
physically isolated due to the COVID-19 pandemic, students and teachers are unable to
communicate in a physical classroom, and the only way to interact is online, such interactions
may still help students learn even at home. Therefore, the aim of this research is to fulfill the
students' interaction experiences, learning engagement, and interactive communication during
distance learning.

Keywords: interaction, collaboration, students’ learning engagement, communication, distance

learning, online-based, isolation

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Table of Contents
Page
Acknowledgement ............................................................................................................................ i
Abstract ............................................................................................................................................ ii
Table of Contents ............................................................................................................................ iii

Chapter 1 THE PROBLEM AND ITS BACKGROUND

Introduction ..........................................................................................................................1
1.1 Definition of Terms........................................................................................................3
1.2 Statement of the Problem ...............................................................................................4
1.3 Significance of the Study .............................................................................................. 5
1.4 Scope and Delimitation of the Study ............................................................................ 6

Chapter 2 REVIEW OF RELATED LITERATURE

2.1 Related Local Literature ............................................................................................... 7
2.2 Related Foreign Literature .......................................................................................... 14
2.3 Related Local Studies.................................................................................................. 23
2.4 Related Foreign Studies .............................................................................................. 26
2.5 Theoretical Framework ............................................................................................... 28
2.6 Conceptual Framework ............................................................................................... 31

Chapter 3 RESEARCH METHODOLOGY

3.1 Data Gathering and Procedure .....................................................................................33
3.2 Population and Sample of the Study ........................................................................... 33
3.3 Research Instruments .................................................................................................. 34

Chapter 4 PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

4.4 Discussion ................................................................................................................... 35

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Chapter 5 FINDINGS, CONCLUSION AND RECOMMENDATION

5.1 Summary of the Findings ............................................................................................ 47
5.2 Conclusion .................................................................................................................. 50
5.3 Recommendation ........................................................................................................ 51

Bibliography ................................................................................................................................ 52

Appendices
Sample Questionnaire ...................................................................................................... 56

Curriculum Vitae

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CHAPTER 1

The Problem and It’s Background

Introduction

In a conventional classroom, interaction is indeed different from interaction in a Web-based

classroom. Differences of connectivity are mostly due to the educational tools used in online
education. Regardless of the differences in educational mediums, the interactive portion that
faculty implements into a traditional classroom is just as relevant – if not more so – in a Web-
based classroom. Because of the COVID-19 pandemic and the irregularities in interactio ns
between conventional and online educational environments, there is a crucial need to determine
the efficacy of interactivity in an online-based classroom. The effectiveness of distance learning
highly depends on interaction. For students to successfully develop their own understanding and
reach a high level of excellence, promoting interaction in the online classroom is necessary.
Synchronous meetings and planned meetings, as well as social media platforms for exchanging
knowledge and resources, were among the interactive content.
In today's educational setting, which progressively utilizes technologies to improve the
information assembly process, engaged learning, or learning that is teacher facilitated and student
oriented, is a subject of relevance. A few learning theorists have recognized the importance of
engaged learning for several years, exploring the concept that students learn most effectively when
they cooperate and participate in conversation with their classmates. Learner participation has been
related to positive academic performance like critical thinking and academic success. Since
student participation is depends on interaction, stimulating education in the classroom is crucial to
achieving that students successfully implement their own awareness and achieve positive learning
outcomes.
Interaction is a crucial component of promoting learning in online classes, where learner
isolation and dropping out of school are more likely. Although content seemed to be the focus of
online classes in the past, engagement is now considered as an important factor in encouraging
students to learn. Activities that include interaction and sharing of knowledge among students
encourage a broader level of thinking and create meaning for the learner. Studies have recognized
three forms of interaction that have been shown to promote learning in online classes: 1) interactio n

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with content, which includes learners' ability to access, control, categorize, and interpret content
information; 2) interaction with teachers, which includes learners' ability to interact with and
receive input from teachers; and 3) interaction with classmates, such as learners' ability to connect
with one another about knowledge in order to form an effective learning group.

Course features that foster the three main forms of interaction must be considered to create
the most beneficial learning experience in distance education courses. Watching educational
videos, playing with technology, and browsing for information are all examples of student-content
interaction Teachers must encourage consistent interaction with content knowledge and use
specially designed assignments to build a diverse online community. In terms of student-instructor
interaction, the teacher's knowledge sharing is a crucial element of an effective online class; the
teacher must take part in activities that incorporate simulated interaction into a “real” individ ua l
interpretation. Teachers may use both synchronous and asynchronous methods to communicate
with students, such as phone calls and e-mail messages. Comparably, synchronous, or
asynchronous events, such as videoconferencing or speaking, or message groups, may be used to
facilitate student-student connection. Another technique that can be used to stimulate student
engagement is online communities, which relates to technical networks that foster communica tio n
and cooperation. Facebook and Twitter, for example, are now commonly used by high school
students and have been used as information support in the online classroom. Several recent studies
have shown that social media has a positive impact on student learning. In an assessment of the
impact of online social media on students' learning outcomes, researchers discovered that this form
of interaction not only influenced learning outcomes specifically, but also helped students gain
social recognition from others and relate to education system, both of which are important factors
in enhancing learning outcomes. In students studying a range of subjects, social media has become
increasingly prominent in making connections. For example, a recent study focuses on the use of
social media in a comprehensive statistics course. The authors understand the importance of
reaching students where they are in terms of technology use, and they indicate that social media
may be used to enable students to engage in their learning. Student-student interaction is especially
crucial to promote in the digital world, as recent research have shown that small group learning
has substantially more positive effects on student achievement than individual learning. Research
has shown that each of the three types of interaction has a positive effect on student achievement.

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1.1 Definition of Terms

Abreast - up to a particular standard or level especially of knowledge of recent developments.

Communication - the act or process of using words, sounds, signs, or behaviors to express or
exchange information or to express your ideas, thoughts, feelings, etc., to someone else.

Distance - a point or place that is far away from another point or place.

Engagement - is the ability to motivationally and behaviorally engage in an effective learning

process.

Experience - direct observation of or participation in events as a basis of knowledge

Foster - to promote the growth or development of something further.

Information - knowledge that you get about someone or something.

Interaction - mutual or reciprocal action or influence.

Interactive - requiring people to talk with each other or do things together.

Learning - the activity or process of gaining knowledge or skill by studying, practicing, being
taught, or experiencing something.

Medium - channel or system of communication, information, or entertainment.

Multimedia - using or involving several forms of communication or expression.

Online - connected to a computer, a computer network, or the Internet.

Pandemic - an occurrence in which a disease spreads very quickly and affects a large number of
people over a wide area or throughout the world.

Resource - an available means.

Retention - a preservation of the aftereffects of experience and learning that makes recall or
recognition possible.

Social - of or relating to human society, the interaction of the individual and the group, or the
welfare of human beings as members of society.

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Traditional - cultural continuity in social attitudes, customs, and institutions.

Vital - means extremely important.

1.2 Statement of the Problem

The objective of this research is to learn more about one of the most important aspects of
distance learning: interactions. It discusses issues such as the current state of student interactio ns,
students' interpretations of such interactions, and the patterns that have developed from such
behaviors. Traditional classrooms have many opportunities for students to engage with their
teachers and one another. Students' academic interest, inspiration, and success can all be aided by
social participation in online learning.

The research aims to answer the problems in accordance with “The Study about Interaction
Experiences of the Grade 10 Students of Jarmmeth College Inc. during Distance Learning”.

Specifically, it sought answers to the following questions:

1) How do the Grade 10 Students of Jarmmeth College Inc. perceive and

describe their experience of interactions with other students in distance learning?
2) What are the factors that make the Grade 10 Students of Jarmmeth College
Inc. think interactions are necessary and important?
3) What kinds of interactions exist among the Grade 10 Students of Jarmmeth
College Inc.?
4) Are the Grade 10 Students of Jarmmeth College Inc. satisfied with the way
they interact?
5) Why is interaction important for the Grade 10 Students of Jarmmeth College
Inc. during distance learning?

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1.3 Significance of the Study

Distance education is a new environment that will take a lot of study to keep up with this
quickly shifting occurrence. The significant relationship between teacher-student interaction and
student satisfaction and retention has been reported in several studies. However, there have been
few studies on the issues of student engagement in distance education. As a result, this paper
explores a significant area relevant to overall quality in the field through analyzing student
experiences in distance education. Student interactions have long been recognized as an important
factor influencing learning outcomes. As a result, observing students' interactions in distance
education courses will deepen our understanding of distance education and help us predict student-
learning outcomes from the viewpoint of the entire school, including administrative and teaching
levels.

This study is designed to comprehend the interactions in online learning among the Grade
10 Students of Jarmmeth College Inc. The results of the study will help increase the understanding
of the students, the teachers, and the future researchers to be drawn to this new normal education
system and seek ways in making the online classrooms more interactive and to adapt to it as an
effective strategy that will benefit the students.

The findings from this research can be used to help enhance the student interaction and
immediacy in online learning.

1) THE STUDENTS. This study will help the Grade 10 Students of Jarmmeth
College Inc. to make their online learning experience interactive.
2) THE TEACHERS. This study will help the teachers of Jarmmeth College
Inc. in developing new strategies in terms of making the online classroom interactive. They
will have the awareness and understanding on what the interaction experiences of the
students are and design a better distance education model to encourage student interactio ns.
3) THE FUTURE RESEARCHERS. This study will help further studies
regarding the interaction experiences of the students during distance learning. This may
help and serve as a reference to promote elaboration that could be done with their studies.

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1.4 Scope and Delimitation

This research “A Phenomenological Study about Interaction Experiences of the Grade 10

Students of Jarmmeth College Inc. during Distance Learning” focuses on Junior High School
students specifically, to Grade 10 students in Jarmmeth College Inc. of City of San Jose del Monte,
Bulacan. The 20 respondents ages 14-17 answer the questionnaire that has questions given by the
researchers. The respondents will be chosen randomly.

This study mainly identifies the interaction experiences of the Grade 10 Students of
Jarmmeth College Inc. during distance learning. In addition, this study also included questions in
relation to the student’s interaction in the online-based classroom. This study is conducted with
limited number of financial resources and time framework of January 25 to April 8, 2021 (73
days).

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Chapter 2

Review of Related Literature

For further understanding the study, the researchers made use of different reading materials
related to the new education system because of the pandemic. These materials such as books,
professional journals, newspapers, thesis, and other web articles are essential in broadening the
knowledge of the researchers. This chapter presents the related literature and studies both local
and from foreign sources. This also includes a theoretical and conceptual framework. Distance
learning, e-learning, and online learning are all terms used to describe distance education. It is not
limited by space or time, unlike typical classroom learning. Teachers and students often are divided
by space and time, even though they may choose to communicate synchronously or meet on a
regular basis during the school year.

Related Literature
2.1 Related Local Literature
Are students learning? JC Gotinga (2020). Senator Nancy Binay expressed concern to the
panel that because of the tremendous discrepancy in online access to teachers and learning
materials, public school students would fall even further behind their private school peers. Students
in private schools are usually from wealthier families and have access to synchronous online
classes that allow for real-time communication.
Public school teachers, on the other hand, are often left with printed modules. Even with
the DepEd's broadcast educational materials, they have no contact with their professors or students.
In the current semester, more than 25 million students have enrolled, which is 90 percent
more than the previous school year. Given the pandemic's limitations and hardships, the
government had expected the worst. During the hearing, Binay told DepEd Undersecretary
Nepomuceno Malaluan, "Ang daming naka-enroll nga (Many are enrolled), but the quality of
learning may not be that excellent. Students could end up "only going through the motions of going
to school" without learning anything, According to Binay.

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Malaluan admitted that public school students have little face-to-face online interactio n
with their professors in the current educational system. There have also been reports of students
sending modules that they had not entirely completed. Not all students can study effectively on
their own, and not all parents can help their children.
Children are now able to travel to places like Baguio or Boracay with their relatives, thanks
to eased quarantine measures in many parts of the country, According to Binay. Massage parlors
have been permitted to run at 75 percent capacity, according to Gatchalian. Shouldn't face-to-face
classes in schools be reinstated as well, if it means students can learn more effectively?
If health safety procedures are strictly followed, such as wearing face masks, regular hand
washing, ventilation, physical distancing, priority testing, and tracing, viral transmission in schools
can be reduced, According to Marcos. "Schools simply represent the levels of infection in their
populations," she continued. The Department of Education accepts that more interaction between
teachers and students will be beneficial, if not physically, than with "occasional or sporadic face-
to-face interactions," According to Malaluan.
President Rodrigo Duterte, who had previously ruled out physical classes for the rest of
2020 as a precaution against COVID-19, would have to decide whether to approve this. Malaluan
told the three senators that their suggestions would be included in Education Secretary Leonor
Briones next set of factors and recommendations to Duterte.
The COVID-19 pandemic has transformed the world, According to Nymia Pimente l
Simbulan (2020). Because of the virus's nature, especially how it spreads, it has influenced human
behavior, relationships, and lifestyles, as well as the economic, political, and cultural landscapes
of communities all over the world. Not only has COVID-19 tended to affect poorer communities
more than the rich, but it has also increased poverty, inequality, and discrimination in many areas
of the world.
Both public and private Higher Education Institutions (HEIs) have had to adjust to the new
situation, which prohibits face-to-face interaction and mass gatherings. The Philippines' leading
universities and colleges, particularly those affiliated with the ASEAN University Network – such
as the University of the Philippines, Ateneo de Manila University, and De La Salle University –
have found innovative ways to fulfill their three-pronged tasks of education, research, and service,
while remaining committed to their mandate. Everyone adapted to work-from-home arrangeme nts,
from operations and support service units to administrators and teachers.

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Teachers and administrators were tasked with revising and adapting course syllabi and
requirements from the comfort of their own homes as they transitioned to alternative or remote
teaching modalities, both synchronous and asynchronous. Learning management systems like
Canvas, Moodle, and Blackboard, as well as applications like Google Hangouts, Zoom, and Skype,
were used where students and teachers had access to electronic devices and reliable Internet
connections. Where students had limited access to computers or unreliable Internet access,
teachers and students used text-messaging, e-mail, Facebook Messenger, and Twitter to exchange
messages, notes, and materials.
These arrangements became unsustainable in some cases, and some universities were
forced to suspend remote or online classes because of students' socioeconomic status affecting
their access to these modes of learning. Concerns about the mental health of students and teachers
affected by the uncertainty were also a factor in the decision to halt online classes.
With the ECQ expected to be lifted or relaxed in many parts of the country after May 15,
maintaining the delivery of high-quality education remains a major challenge. Face-to-face classes,
community engagements, internships, practicum activities, and other forms of experientia l
learning methods can no longer be used if the pandemic persists due to restrictions on people's
movement, the need to practice physical distancing, and prohibitions on mass gatherings. Given
these constraints, the academic community has an opportunity to innovate and develop alternative
teaching strategies that will allow for a more conducive learning environment.
The pandemic has evidently shown various social, economic, political, and environme nta l
realities and phenomena, as well as the unsustainable situations that many of us have been dealing
with; it has also created new problems and challenges, as well as changed the way we live our
lives. To respond to these realizations and changes, HEIs must also review and evaluate their
research agenda and priorities.
The COVID-19 pandemic has created a new form of challenges, dilemmas, and
possibilities. It is up to us to adapt and transform the challenges and dilemmas into opportunities
for our country and the global community to grow and develop.
"Shifting education online isn't enough," says Dr. Benson Tan (2020). Many academic
institutions in the Philippines have created online versions of their traditional classrooms to make
up for lack of face-to-face interaction. Students and teachers now meet through use of collaboratio n

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and video conferencing platforms and use various online tools to make up for lack of face-to-face
interaction.
In the blink of an eye, online classes have served as an effective option for both students
and academics. This, however, is not a new phenomenon. Over the last decade, some schools,
especially tech and Higher Education Institutions, have invested in education technology, or
EdTech. According to market research firm Metaari, global investments in learning technology
companies totaled $18.66 billion in 2019.
The Philippines has a good number of EdTech solutions. It is home to several EdTech
companies, including Edukasyon and KITE eLearning Solutions, which have deployed their
systems across the in country to various schools and universities. One of the reasons why the
Philippines is beginning to catch up with technology in education is the country's large and
growing population of Gen Z children, who have grown up in the age of social media and mobile
apps. According to Hootsuite and We are Social, Filipinos are also known for spending the most
time online, averaging 10 hours per day on any device.
Many schools in the country are still behind the times in terms of technology, which is why
they rely on third-party collaboration platforms like Zoom, Skype, Microsoft Teams, and others to
enable online classes. While useful, these tools have not made a significant difference in the
learning process. Some classes are still synchronous, and they follow nearly the same procedures
as they did prior to the pandemic. Students listen to their teachers through a computer, access
materials through file repositories, pass exams, and move on to the next subject with a passing
grade because of the education sector's online transfer. Others also questioned whether these
simple online learning processes are as feasible as they seem.
Peter Herman, an English literature professor at San Diego State University, once asked
his students to evaluate their online education experiences and came to one conclusion: current
online learning processes are not as effective as they appear. One student complained that despite
watching the recorded lectures, he or she was unable to understand and retain the informa tio n
contained in their study materials. Another of Herman's students said, "I didn't feel challenged like
I had in the first half of the semester, and I felt the quality of learning had gone way down."
What works for one student may not work for another, and this remains true even as the
sector moves online. To fully retain information, each student has different learning capacities and
requires different learning methods. In other words, in education, one size does not fit all.

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Academic institutions have been forced to rethink their operations, processes, and delivery of
quality education because of the shift online and other relevant factors.
According to Mike Luz, associate dean of the Asian Institute of Management's Center for
Development Management, the Department of Education needs to achieve higher quality
education as it shifts online by reducing the number of topics students typically take. He explained
that the Philippine curriculum teaches too many subjects, causing students to cram knowledge and
pass their subjects without fully understanding what they have learned.
When it comes to preparing education for the "new normal," a teacher at a governme nt
school in Quezon City believes the sector will face various obstacles, the first of which will be
educators going online. For those who are not as tech-savvy as the younger generation of teachers,
this is a struggle. She goes on to say that contrary to public opinion, even with sufficient alternative
tools on hand, the quality of learning could not improve.
The education sector, in short, should move in the same direction as the world is moving
toward the "new normal"—a period of reformed processes as we continue to suffer from the effects
of the COVID-19 pandemic. Today is the start of a new era of individualized and advanced
learning.
Many higher education institutions in the Philippines use a variety of learning systems to
provide online classes to their students. MILES (Mastery-based Individualized Learning
Enhancement System) is used at the FEU (Far Eastern University) Institute of Technology, FEU
Alabang, and FEU Diliman. It is a one-of-a-kind digitized educational system that personalizes the
learning experience for each of our students.
According to Nick Hutton, Regional Director Asia at e-learning platform D2L, some
traditional educators, particularly in Southeast Asia, see technology as a replacement rather than
an enhancement tool in education. “When they have been teaching in one mode for 20 years, it is
difficult to persuade them to change,” he said.
There is also a widespread misconception that e-learning can only be done entirely online.
But it can be used in a variety of learning modes, including blended learning. The times have
changed. Technology is already here; all we must do now is grab it and integrate it into our systems.
While some people still prefer in-person learning, we must accept that advanced online learning
will become the norm in the new or rather "next normal." The education sector had to pivot at such

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a pivotal time, but that does not mean we have to remain static as the pandemic's effects continue
to be felt.
Glenn San Luis (2020); the role of technology in learning has risen dramatically because
of the coronavirus disease (COVID-19) pandemic. Even though we are in a community quarantine,
some economic activities are continuing and will eventually resume in earnest. Even if many
employees work from home, they still require ongoing training to perform well on the job,
particularly considering the upcoming "new normal." We have noticed a rise in the number of
online webinars in recent months. But are they effective?
Technology has come a long way, and it has transformed the way we train. Corporations
have been embracing technology for learning since the 1970s. Computer-based training quickly
followed video-based training. Web-based training has now become an important part of the
learning strategy of most major corporations, as well as some smaller businesses. Many modern
approaches to the use of learning technology are grouped together under the umbrella term "e-
learning." Many people still believe that online learning is boring and ineffective, but it can also
be fun and productive.

There are clear cost savings associated with e-learning, but nonengaging content, a static
interface, and low interactivity are common criticisms. As a result, some businesses believe that
online training is inferior to in-person training. The design of online training is critical to its success
in terms of meeting learning objectives. E-learning that is well-designed and interactive can
achieve the same (or even better) learning effectiveness.

1) Right content. The right content must be used in training. This implies that the
information to be shared is accurate, timely, comprehensive, and engaging for the intended
audience. A need assessment can help you find the right content. Assessing what learning
outcomes, concepts, or skills learners need to know or acquire to improve on a specific task or job.

2) Active learning. This is now possible thanks to technological advancements. A hallmark

of excellent online learning is making the course truly interactive. Training does not cram
information into the learner's head. By engaging students, more time should be devoted to igniting
their creativity, imagination, and problem-solving abilities. This is accomplished through active
learning. Even if the class is conducted entirely online, the instructor can still create activities such
as well-designed knowledge quizzes, complex simulations, and group discussions in which

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students can discuss and assimilate concepts and reflect on how they can apply them in the
workplace. With active learning, the instructor can provide immediate feedback to confirm the
learner's understanding or assist the learners in grasping the concepts.

3) Useful on the job. Once back on the job, the course should be designed in such a way
that learners can quickly refer to specific, application-oriented sections of it. This is where having
an online instructor available comes in handy. He or she gives timely feedback or context on how
the concepts, skills, or learnings can be applied in the workplace.

Alexandria San Juan and Merlina Hernando-Malipot (2020); As a result, ensuring learning
consistency is more difficult for students, teachers, and colleges. The Commission on Higher
Education (CHED) released suggestions for preventing COVID-19 in HEIs, which included
providing students with distance learning opportunities.

In the Commission's second set of policy directives on COVID-19, CHED Chairman J.

Prospero De Vera III stated that tertiary institutions should “deploy available distance learning, e-
learning, and other alternative modes of delivery in lieu of residential learning if they have
resources to do so.” When instructors were told to go digital, basic technology infrastructure was
already in place at colleges and universities that were already teaching some courses partially or
entirely online.

Students at Centro Escolar University (CEU Manila) and Makati campuses have begun
taking online classes using the university's Learning Management System. The full
implementation of this mode of instruction began on Wednesday, March 11, according to Dr.
Teresa Perez, Vice President for Academic Affairs. Classes held online were held at the same time
as regular classes, just like in a traditional classroom.

So far, [the online class] has proven to be effective. Perez noted that "all students are
actively participating". Attending classes through an online platform is useful and helpful for
students in CEU's Communication and Media with Education program, especially in this time of
national emergency”.

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“It's useful now that we don't have anything to do at home because we don't have classes.
The assignments or quizzes keep us occupied, and I still feel productive at the end of the day,”
Katherine Denise Dy, a second-year student, told the Manila Bulletin. According to Dy, their class
uses Canvas, an e-learning platform that allows students to chat, video call, and take timed quizzes.
While she admits that distance learning is “somewhat helpful” in this situation, she believes that a
traditional classroom setting is more effective because it allows students to interact with instructors
and other students.

“I still prefer the traditional classroom setup because PowerPoints can only take you so
far,” says the author. Online classes, particularly video calls, make it more difficult to interact with
professors and classmates. “Interactions provide much more than just bullet points,” Dy continued.
“Online learning is fast-paced because we are required to submit requirements on the same day,”
Bustamante said, comparing it to traditional classroom learning where we are given more time to
complete our schoolwork.

Despite the benefits of online learning, Bustamante believes it is best used as a temporary
solution. “We need to engage and interact with other people as human beings,” he said. He
continued, "We still need to be physically present inside the classrooms, to see our classmates,
friends, and teachers face-to-face."

2.2 Related Foreign Literature

“Isolated, abandoned, depressed,” according to the United Nations Regional Informatio n
Centre (UNRIC) in Brussels (2020). These are the sentiments expressed by students during the
COVID-19 pandemic. Most of them must study entirely online, with little opportunity for social
interaction. Unprecedented solitude causes psychological distress as well as increasing poverty.

“Half of the world's pupils and students continue to be affected by the total partial closure
of schools and universities,” according to UNESCO, which translates to more than 800 millio n
young people worldwide.

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On International Education Day, UNESCO Director-General Audrey Azoulay said,
"Prolonged and repeated closures of educational institutions are taking a growing psychosocial toll
on students, increasing learning losses and the risk of dropping out and disproportionately affecting
the most vulnerable." Ms. Azoulay continued, "Complete school closures should therefore be a
last resort, and safe reopening should be a priority."

In Belgium, 80 percent of French-speaking students are psychologically affected in some

way or another, putting them at risk of dropping out of school at a rate of 60 percent. During the
first lockdown in France, nearly 11.4 percent of students said they considered stopping their studies
at least once. Many organizations, universities, and students are banding together to combat the
health crisis' effects, and a growing number of initiatives are underway.

Aside from financial concerns, students are severely harmed by being isolated at a time
when social interaction is critical. These young people, who are often housed in cramped spaces
or student bedrooms, spend their days in front of a computer with little social interaction.

During the first lockdown, the Picto-Charentais Students' Federation Association used the
Discord application to start a conversation and instant messaging service. Students can talk to other
students about educational topics, hobbies, and passions, or simply share their feelings. This
initiative, which is supported by several organizations, has spread to cities like Lille, Rennes, and
Strasbourg. Universities in Belgium have been innovative in their planning of social interactio n
events. Students in Antwerp get to know one another through short online meetings, also known
as "speed-meetings." During an online quiz on the American elections and a photography
competition in Ghent, students met online.

As a result, the virtual space becomes a place for collective relaxation and sharing.
Associations, some of which are affiliated with FAGE, make use of the social potential of apps
like Discord to organize game sessions, competitions, or simply to talk about classes, movies, or
music.

Students have made numerous appeals for assistance to authorities in their respective
countries. These "last in containment" alerts paved the way for more government and academic
action. In the coming months, 20,000 students will be recruited in France to tutor their lower-year
classmates to improve communication and mutual aid within the university system. The CROUS

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is developing emergency financial aid schemes worth up to 500 euros for young graduates looking
for work.

The French government has also announced the creation of "psychological support
vouchers" for students, as well as the hiring of 80 new university psychologists, more than
doubling the current number.

UNESCO is advising and assisting Ministries of Education in several countries to facilitate

the sharing of knowledge and multilateral cooperation in the interests of students, such as through
the promotion of distance learning tools. One of the United Nations' Sustainable Developme nt
Goals for the year 2030 is to promote high-quality education for all people around the world.

According to UN Secretary-General António Guterres, "the return of students to schools

and other educational centers when the transmission of COVID-19 at the local level is stopped" is
"critical to their personal development and to the future of our societies." France has approved the
partial return of first-year students to campuses, but this measure is deemed insufficient and may
be reconsidered depending on the pandemic's progress.

Shannon Riggs (2020); while online and remote education are not synonymous, today's
new remote educators can benefit from the "lessons learned" by experienced online educators to
provide their students with high quality, engaging learning experiences.

The immediate needs of sharing course content with students, delivering lectures, and
providing access to course materials were likely the top priorities for faculty as they attempted to
get traditional campus-based courses up and running remotely during the COVID-19 pandemic.
This strategy makes sense, especially in the lead-up to a class or when an instructor is preparing
to transition from on-campus to online instruction. It is critical, however, not to stop there. Access
to content is a great first step, but it is not enough to ensure a high-quality learning experience.
Students must be engaged to gain a thorough understanding of the course material. But, in a remote
learning environment, how can we engage students?

Many online educators have discovered that focusing on creating three types of interactio n
for students in the online environment is a helpful way to think about teaching in a student-centered
manner.

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· Instructors provide active learning experiences for students through student-content
interaction (meaningful learning activity plus reflection)

· Instructors structure the learning community and make it clear to students how they
should interact with others in the class through student-to-student interaction.

· Interaction between students and instructors, in which instructors establish a framework

for how they will interact with students during the learning process.

· These three types of interaction do not occur on their own. They necessitate forethought,
intent, and instructional design. Furthermore, these three types of interaction are not prescriptive
in the sense that they do not necessitate the use of a specific learning activity or assessment. We
are pursuing broad objectives through these interactions, which can be accomplished in a variety
of ways.

· Finally, it is important to note that the three types of interaction do not necessitate the use
of a specific set of enterprise-wide educational technologies. To implement a student-centered
approach to teaching, educators must first assess the tools and technologies they have at their
disposal, then ask themselves three questions about how to use them.

Jacobson, Linda (2020) Teachers and administrators are reaching out to students to explain
how school has changed because of the closures, but students want a better online classroom
experience and more interaction with teachers and peers.

Student Voice, a national organization that uses focus groups to discuss the coronavirus
and the shift to distance learning, has also captured students’ perspectives. Students recently
acknowledged that they were witnessing something historic in a conversation. They were,
however, unsure about how the pandemic was affecting their education.

Jenna Yuan, a senior at Eastlake High School in Sammamish, Washington, and chair of
the Washington State Legislative Youth Advisory Council, said, "I'm supposed to graduate this
year, but I have no idea what's going on with my classes, if we're going pass/fail or not." However,
she stated that her teachers have been accommodating with schoolwork, and that her classmates
will occasionally have a group chat to request that a teacher grant an assignment extension.

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Joshua Omolola, a student board member with Prince George's County Public Schools in
Maryland, echoed the PDK poll's finding that schools and districts are effectively communica ting
meal distribution information and exploring the level of technology access students have at home.
Some teachers, he said, are also teaching during this time with shorter lessons and a lot of
documentaries. “I realized early on that working from home is difficult when your bed is three feet
away,” he said.

Madeline Lukaart, a 7th grader at Eastern Middle School in Ada, Michigan, said that some
of her friends are having trouble dealing with distractions at home and are spending more time on
social media, “which I don't think is the healthiest.” However, according to Omolola, social media
is primarily used by students to stay in touch with their friends and “find things we have in
common.”

Merrit Jones, the president of Student Voice, who also moderated some of the conversatio n,
even suggested that educators look to Tik Tok for ideas during this time. She described it as “short,
digestible, entertaining, and creative.” “How can we create learning experiences that do just that
right now?”

According to Omolola, he has been advocating in PGCPS for a method in which students
who are close to passing a class before it closes are given extra points to pass, especially if they
do not have reliable internet to participate in Zoom calls. He also believes that when school
resumes in the fall, educators should allow students time to review material before moving on to
grade-level or new course material. Omolola also encouraged educators to consider what students
have been learning at home on their own.

“For a long time, we've been taught that you put students in a desk and arrange them in
rows. That is how they improve their learning,” he explained. “Then we get into situations like
this, and students have to be resourceful in their learning methods. We are starting to see that there
are a lot more ways for them to express themselves. When we get back from this, I don't think
we'll be in rows anymore.”

Griffin Wiles (2020); After Michigan State University announced on March 11 that all
spring classes would move to online-only instruction in response to the COVID-19 pandemic,
neuroscience senior Katya Karnoup knew she would not be alone in her mental health struggles.

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While Karnoup had previously taken online courses, five of the six classes she is currently
enrolled in for the upcoming fall semester have already abandoned in-person lectures in favor of
online learning. MSU announced on June 17 that for the fall 2020 semester, faculty were asked to
move 75 percent of their courses online, at least partially.

Karnoup said she found the lack of connections in online courses to be a disadvantage
because she felt alone because of the lack of in-person classroom relationships. In a text, Karnoup
said, "Having other people to work with and socialize with would've been really helpful." “Taking
the online class by myself was more stressful than taking an in-person class, and it made it more
difficult to maintain my mental health.”

Feelings of isolation due to a lack of face-to-face interaction are just one of the many
pitfalls of digital learning, according to MSU Counseling and Psychiatric Services counselors
Jessica Oyoque and Courtney Brown. “Students may face challenges as a result of increased screen
time in online classes,” Oyoque and Brown wrote in an email. “(Students) may experience
increased fatigue, headaches, lack of motivation, avoidance/procrastination, ineffective time
management, feelings of isolation due to limited in-person socialization, and decreased awareness
and understanding of others created by in-person dialogues,” according to the study. Anxiety
caused by the unknown can disrupt online learning in the unprecedented COVID-19 era.

In an email, Oyoque and Brown wrote, "The root of anxiety is the mind and body's way of
responding to distress, uneasiness, and unfamiliar situations." “Anxiety can be fueled by a sense
of insecurity and exposure to the unknown. COVID-19 has impacted our ability to quickly adjust
and adapt, which may be overwhelming...”

Not every aspect of online learning is harmful. According to Oyoque and Brown, digita l
education will increase student safety, making them more willing to engage with learning materials
from safe, comfortable environments.

Professors and the university switching to online may also alleviate concerns about strict
class schedules and in-person discussions, according to Oyoque and Brown. The 'work at your
own pace' model used in online instruction also helps students practice effective time manageme nt.

While all Saichek's classes will be online this fall, only one will be held at a synchrono us,

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scheduled time, allowing her to approach the others with more flexibility. “If you're sick, you can
take care of yourself and go to school later that day or the next,” Karnoup said. “It's adaptable.
Doing one thing a day that you enjoy has helped me a lot because it is easy to get caught up in …
the things we must do, and we never make time for ourselves. “It's just as important to take time
off as it is to work.”

Breaks and time away from instruction are critical, according to Oyoque and Brown. In the
email, Oyoque and Brown wrote, “We have entered a new phase of our reality due to COVID-19,
increased online schoolwork, and the expectation to socialize virtually.” “Aspects of our lives that
previously provided a break from having an online presence are now immersed in multiple hours
of screen viewing per day.

Establishing a routine is also beneficial when it comes to navigating through online

coursework. In the email, Oyoque and Brown said, "Engage in a routine that includes being active,
eating, and sleeping." “A routine will give you a sense of structure and encourage you to be present
and in control of your daily activities.” In such unprecedented times, students are advised to
practice self-compassion, self-care, and forgiveness to take care of their minds. Stop, take a breath,
observe, and proceed — the acronym S.T.O.P. — can also help promote mindfulness, according
to Oyoque and Brown.

Jordan Friedman (2020); The lack of face-to-face interaction with instructors and
classmates can be especially difficult. Allison Proszowski, a senior at Rutgers University—New
Brunswick, is taking her spring classes online from her home near campus. A study group for
younger students on campus is usually led by a chemical engineering major.

On the college campus, "It would be just me and about 20 other students in the class. So,
you have that face-to-face interaction; it is a smaller group, so you talk to the students, and they
talk to each other "According to Proszowski. "And now transferring that to an online environme nt
has been nothing short of a nightmare." Students who are taking classes that are better suited for
face-to-face instruction, such as science labs, may find the transition particularly difficult.

"I'm a hands-on person," says Ashford, who now records physics labs and then takes a quiz.
"I'm a visual learner as well, but I prefer to experiment with the materials and converse with other
students to gain a better understanding of the material." Experts advise students to use the resources

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available to them. While videoconferencing programs like Zoom, Skype, or FaceTime may not be
ideal for all learners, they may be the best alternative to actual face-to-face interaction. It is also
possible to talk on the phone with classmates or a professor.

Jenna Wirth (2020): This fall, many colleges, including Syracuse University, have
abandoned most in-person lectures in favor of online and hybrid learning. Although students have
adjusted to new routines and learning environments, many have struggled to adjust to this new
normal.

No one knows how long the pandemic will last, but schools should think about changing
the way they grade students during this difficult time to reflect the real health issues that students
are dealing with.

“Just as students are accommodating of teachers who are experimenting with online
methods for the first time, it seems only fair that teachers do the same for students,” said Katie
Lear, a mental health counselor who specializes in trauma and anxiety treatment. “Teachers who
adjust their expectations for this semester might find themselves with happier, healthier students.”

According to Lear, increased screen time and a lack of face-to-face interaction have harmed
many students' mental and physical health. Increased screen time has been linked to anxiety,
depression, and a sense of attention deficit. Online learning, according to Lear, has contributed to
an increase in depressive symptoms among her clients.

“We're all missing out on so many simple social interactions: walking between classes with
friends, chatting with the barista at your favorite coffee shop, small talk with your professor before
class,” she said. “These small interactions add up, and even the most ardent introverts can feel
isolated without them.” Some students' social anxiety has increased because of taking classes
online, partly due to the increased pressure of looking presentable, according to Lear. “I've heard
a lot of complaints about how intrusive the webcam is,” she said. “When you speak, everyone is
looking right into a close-up of your face, and it feels like there's nowhere to hide. These students,
in my experience, are hyperaware of their appearance on camera and are self-conscious or critical
of how they appear on screen.”

Although video calls have become a popular method of remote learning, they can be taxing

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on the mind. With back-to-back online classes, zoom exhaustion has become a serious issue.
According to Brian Wind, a clinical psychologist and chief clinical officer of JourneyPure.,
students may find video calls draining because they are struggling to process nonverbal cues such
as body language or voice tone.

This can result in awkward silences or reduced interaction in online classes, making it more
difficult for students to ask questions or hold a conversation with professors, as well as professors
to engage students, he said. According to him, video calls make it easier than ever to lose focus
due to the temptation to browse social media during online lessons. The fact that students are
taking fewer breaks than in the past is not helping, according to Wind, because relaxing can be an
effective way for students to reduce stress and anxiety.

“A walk from the lecture hall or classroom can often be a good way for the brain to relax
and take a break before the next lesson, and online lessons don't allow for that,” Wind said.
Countless students are also experiencing frustrating delays during video calls, causing anxiety and
stress among college students, according to Lear. “Knowing you might be late to class or unable
to turn in homework due to circumstances beyond your control is nerve-wracking, and many of
the young people I work with are afraid that their teachers won't understand,” she said.

Unstable Wi-Fi, glitches, and the natural lag in Zoom calls can cause conversations to be
choppy, with interruptions occurring more frequently, according to her. “This can be a source of
additional stress for people with social anxiety because it's a little more difficult to settle into the
natural rhythm of a conversation,” Lear explained. According to Wind, moving classrooms to the
virtual world has had an impact on students' physical health. Students are experiencing eyestrain
because of increased screen time because of attending class and completing assignments online,
he claims.

Staring at a fixed point on our screen for long periods of time can cause very distracting
and unpleasant tension headaches. According to the experts, online learning has caused changes
in eating habits. According to Lear, many students struggle to eat a healthy diet.

The ongoing pandemic has completely disrupted students' education, affecting countless
students' mental and physical health. However, the pandemic may provide an opportunity for
policymakers, schools, teachers, and parents to reconsider their educational priorities. Currently,

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schools place a greater emphasis on traditional academic skills and distance learning than on real-
world skills, which are arguably more important for future success. Although COVID-19 is having
a negative impact on students, the pandemic has provided an opportunity for stakeholders to
develop a more effective method of educating future students.

Related Studies
2.3 Related Local Studies
Patricia B. Arinto (2013); the pedagogical perspectives and interests that underpin the
course design activities of ten academics engaged in 'open and distance learning' (ODeL) at a small
single- mode distance education (DE) institution in the Philippines are examined in this qualitative
review. It also evaluates the impact of using Web technology in the classroom on course design
practices, as well as the implications for faculty growth. The study discovered that the importance
these academics put on independent and collaborative learning is linked to their use of Web tools
and resources. However, the study discovered that academics have a variety of approaches to
teaching and learning through Web technology that do not always align with the literature's
extremes. Rather than adhering to either an independent learning approach or a collaborative
learning approach, which are viewed as competing methods underpinned by contrasting learning
orientations in some research and theoretical debates, some teachers use different pedagogical
approaches for different learning context, and/or they try to reconcile pedagogical methods that
seem to be at odds. This adaptability stems from their various learning orientations, which stem
from a recognition of the need to recognize and resolve conflicts among a variety of design
variables, such as learner diversity, disciplinary contexts, and curricular goals. The fusion of an
open learning theory, distance education pedagogies, and e-learning technology can also be seen
in this versatility in design practice. Based on these results, an ODeL teaching skills structure is
proposed as part of an ODeL faculty development program that is holistic and integrated. Some
strategic policy formulation and organizational transformation directions for successful ODeL
implementation are also outlined.
Mari Anjeli Lubrica Crisanto (2018); Group reporting, a form of cooperative learning, is a
learning tool that is often used in residential teaching to help students learn more effectively. It
improves classroom learning by encouraging students to collaborate on tasks in small groups and
receive incentives based on their group's success, like other cooperative learning methods. Even

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though community reporting is commonly used in face-to-face environments, few recent
literatures have demonstrated its use in online learning. Furthermore, it is necessary to investigate
whether online cooperative learning by community reports results in positive or negative responses
from students. The aim of this paper is to address these issues.
This research focuses on the students' reactions to a community reporting activity that took
place over the course of a semester. Group reporting was used in a database management systems
course offered by the University of the Philippines Open University to enhance the students'
learning experience. During the first half of the semester, group meetings and daily online lectures
were held. During the second half, the production community reports were provided and acted as
the primary reference for the research modules for those weeks. At the end of each class, volunteers
were given an online survey with Likert scales to gauge their reactions to the learning activity's
effects.
After using peer and cooperative learning technologies, 71.9 percent of 32 respondents saw
a difference in their behavior. The respondents also reported that the community reporting task
was enjoyable (14 agreeing strongly, 14 agreeing moderately). Through the group reports, they
also showed that they were inspired to learn the course (8 strongly agreed, 14 moderately agreed).
When asked whether they preferred any of the modules to be presented in a community report
format, 9 agreed moderately, 8 disagreed moderately, 7 strongly disagreed, 4 strongly agreed, and
4 neither agreed nor disagreed. Nonetheless, based on the findings of this report, online cooperative
learning promoted high-quality learning. This study adds to the body of information by
demonstrating how community reporting can be used online and how students respond to it. The
study also makes suggestions for how to conduct online cooperative learning to improve course
quality, with implications for potential research into gaps in reporting technology and its suitability
for a specific course.
MM Daniels (2019); Educational technology evolves in tandem with changing learning
patterns and a modernizing society. The eLearning framework, which allows teachers and students
to discuss lessons online and share learning tools, is a new development in education brought about
by technological advancements. This research looked at various aspects of e-learning and gave an
overview of existing eLearning systems from various studies. Debattista's recent research proposed
a detailed rubric for e-learning, which is used as the basis for gathering student preferences,
feedback, and problems found in e-learning in this paper. Students assigned value ratings to these

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rubrics. According to statistical results, there is a substantial gap in student scores between public
and private schools. Similarly, there is a substantial disparity between male and female students'
scores. The discrepancy may be due to the degree of interest students have in learning, which is
influenced by the type of institution and gender. This research also gathered students' learning
aspirations in an e-learning environment as a foundation for a potential e-learning system.
Respondents rated all Debattista's unique criteria as very significant, so they were incorporated
into the proposed system. Additional principles that concentrate on enriching the student
experience and improving learning are proposed in addition to these rubrics. It is also strongly
advised that the strict and proper implementation of such requirements be supervised by relevant
administrative departments.
Cathy Mae D. Toquero, Karen Joy B. Talidong (2020); Amid the COVID19 pandemic,
digital technology has aided people in their educational efforts and the creation of virtual social
connections for the coexistence of human relationships. The socio-educational consequences of
newly created virtual relationships made possible by technology are discussed in this article. It
explores the use of emerging technologies and the effect of these technologies to fulfill the social
and educational needs of the stakeholders in times of a crisis or emergency. The use of emerging
technologies enabled stakeholders to form virtual relationships with the common goal of
alleviating quarantine boredom, providing relaxation, and educating the virtual community about
COVID-19 while maintaining a safe environment. The authors suggest that empirical research be
conducted on newly formed online group relationships and how these virtual relationships, as well
as emerging technologies, can influence social relationships and human learning behaviors.
Ethel Reyes-Chua, Brandon G. Sibbaluca, Rebecca D. Miranda, Georgina B. Palmario,
Ramil P. Moreno, John Paul T. Solon (2020); Higher Educational Institutions (HEIs) have resorted
to online classes or E-Learning Classrooms to offer the quality of their curriculum on differe nt
platforms because of the COVID-19 crisis. By undertaking a qualitative approach with a survey
questionnaire to a small group of professionals who have been teaching various courses at the
tertiary level, this action research explores the status of the implementation of the eLearning
classroom in selected HEIs in Region IV-A. The descriptive analysis approach was used in this
study to determine the status of the e-learning classroom implementation in selected HEIs. The
results of an online survey were descriptive and documentary analysis was used to collect and
interpret the data. The results show that the respondents had a positive experience incorporating

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the E-learning classroom as a quick response to the country's increased quarantine situation. Even
though all the E-learning platforms used by the respondents are free, students have identified issues
such as a lack of resources, a difficult Wi-Fi link, and a lack of training among students and faculty
members. To meet the Commission on Higher Education's prescribed number of hours, this study
suggests professional development seminars for both faculty and students, as well as the planning
of advanced lectures, slide presentations, and exams per unit (CHED). This action research is also
intended to serve as a reference for undertaking an in-depth analysis with a formal interview to
verify its results in the future.

2.4 Related Foreign Studies

Roy Martin Simamora (2020); The COVID-19 pandemic has altered the way higher
education students’ study. Face-to-face meetings that were once used for teaching and learning
have now been replaced by virtual meetings in a variety of online learning applications. This paper
will look at student essays about the complexities of online learning during the COVID-19
pandemic in the form of perspectives or responses. This study used fifteen students from the
Fundamentals of Education I course as samples, all of whom were actively engaged in online
learning activities. Online learning offers a variety of lectures led by an instructor. Instructions can
be synchronous (communication in which participants communicate in the same time space, such
as video conferencing, zoom, Google Meet, and WebEx) or asynchronous (communication in
which participants interact in different time spaces, such as e-mail, google forms, streaming video
content, posting lecture notes, and social networking platforms). A qualitative methodology was
used in this research. After that, the researcher gathers, reads, and highlights each student's answer
that is important for analysis. This paper has shown a variety of responses to the challenge’s
students face when studying online, including the positive and negative effects of online learning,
economic conditions, anxiety during online learning, the need for the government to think and
prepare, the risk of user data protection, the transition from face-to-face classes to online learning,
ability, and expectations.
Hasnan Baber (2020); The COVID-19 pandemic has wreaked havoc on a variety of
activities around the world, including learning and schooling. Much research has concentrated on
perceived learning outcomes and student satisfaction in this modern learning environment because
of the transition to online education during the COVID19 pandemic. The aim of this study is to

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investigate the factors that influence students' perceptions of learning outcomes and how they
affect student satisfaction. To conduct a cross-country analysis, data was collected from
undergraduate students in both South Korea and India. Interaction in the classroom, student
motivation, course structure, teacher awareness, and facilitation are all factors that positively affect
students' perceived learning outcome and satisfaction, according to the study. In both nations, there
is no substantial difference in students' perceptions of learning outcomes or student satisfactio n.
Educators and researchers will benefit from the analysis because it will recognize variables that
will improve student learning outcomes and satisfaction in online classes during the coronavirus
pandemic.
Jijun Yao, Jialong Rao, Tao Jiang, Changqian Xiong (2020); Following the outbreak of the
COVID-19 pandemic, China launched the world's largest online education program. Various
teaching models coexist in the process. We analyzed the effect of two online teaching methods,
recorded video versus live broadcasting, on student success and the position teachers can play in
online teaching using a quasi-natural experiment with a total of 1,024 samples from Guiyang No.
8 Middle School and another comparable school with the same conditions and students. The
research discovered that live broadcasting teaching with more teacher-student contact is more
conducive to enhancing students' academic performance than self-study-based recorded video
teaching. Teachers can not only transmit information electronically, but also act as a "master" and
"accompanier" through effective guidance and communication.
Linda Hui Yang (2021); The coronavirus (COVID-19) outbreak and subsequent lockdowns
have impacted virtually every area of the global economy, including higher education. All teaching
in Irish higher education institutions had to be delivered completely online until the end of August
2020, following the closure of campuses on March 12th, 2020. In response to this circumsta nce,
this study looked at the online learning experiences of 132 full-time Business postgraduate students
at an Irish university. Findings from both quantitative and qualitative data reveal what worked and
what did not, as well as why. Despite some very good online learning experiences, most students
still prefer in-class learning. They believed that the social nature of face-to-face contact with
teachers and peers, as well as the learning advantages, could not be completely replicated in an
online learning environment. The findings suggest that engagement is the cornerstone of a
successful online learning experience.

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Tim De Feyter, Ralf Caers, Claudia Vigna, Dries Berings (2012); The main aim of this
research is to find out how the Big Five personality traits influence academic success. We propose
a theoretical model in which the Big Five personality factors have conditional indirect effects on
academic performance through their influence on academic motivation. To explain the mixed
findings of previous research on the effects of neuroticism, we propose that self-efficacy plays a
moderating role. On longitudinal data obtained from 375 students at a university college in
Belgium, hierarchical, moderated mediation, and mediated moderation regression analyses were
conducted. The results showed that neuroticism has a positive indirect impact on academic
performance at higher levels of self-efficacy, as well as a positive direct effect at lower levels of
self-efficacy. Finally, this study found that conscientiousness not only influenced academic
success indirectly through academic motivation, but it also served as a prerequisite for the indirect
effects of extraversion, neuroticism, and conscientiousness.

2.5 Theoretical Framework

Linda Harasim suggested an online collaborative learning (OCL) theory that focuses on
the Internet's capabilities to provide learning opportunities that promote collaboration and
knowledge building. OCL is described by Harasim as: “a modern learning philosophy that
emphasizes collaborative learning, knowledge building, and the use of the Internet to reshape
formal, non-formal, and informal education for the Knowledge Age” (Harasim, 2012).

Harasim describes online collaborative learning theory (OCL) as:

A model of learning in which students are encouraged and supported to work together to
create knowledge: to invent, to explore ways to innovate, and, by so doing, to seek the conceptual
knowledge needed to solve problems rather than recite what they think is the right answer. While
OCL theory does encourage the learner to be active and engaged, this is not considered to be
sufficient for learning or knowledge construction……In the OCL theory, the teacher plays a key
role not as a fellow learner, but as the link to the knowledge community, or state of the art in that
discipline. Learning is defined as conceptual change and is key to building knowledge. Learning
activity needs to be informed and guided by the norms of the discipline and a discourse process
that emphasizes conceptual learning and builds knowledge. (Harasim, 2012)

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Harasim, like Siemens, sees the importance of bringing teaching and learning online and
introducing large-scale networked education. Harasim expands on Alberto Barabasi's views on the
influence of networks in several ways. In OCL, there are three stages to constructing awareness
through community discourse. The importance of peer discourse as a key to learning is emphasized
in online collaborative learning theory, which defines learning as intellectual convergence
obtained through three stages of group discourse: Idea Generating, Idea Organizing and
Intellectual Convergence.
 Idea Generating. The first phase, Idea Generating, refers to a group's divergent think ing;
brainstorming, verbalization, knowledge generation, and thus exchange of ideas and
positions on a specific topic or issue. Varieties of viewpoints arise. The instructor's task is
to promote active involvement from all members of the community by promoting idea
generation.
 Idea Organizing. Phase two, Idea Organizing, is the beginning of conceptual
change. Participants begin to discuss in a more concentrated manner as they confront the
new or different ideas created by their peers or experienced in the course readings, to
explain and cluster these many suggestions according to their relationship and connections
to one another. As students discuss and/or debate to pick the dominant and out weaker
positions, they show academic development and the beginning of convergence (using such
processes as referencing, agreement, disagreement or questioning).
 Intellectual Convergence. The third phase, Intellectual Convergence, Shared
understanding, a shared stance (including agreeing to disagree), or a joint commitment to
and implementation of shared knowledge are examples of shared understanding. (Harasim,
2012).

OCL is often derived from social constructivism because students are encouraged to solve
problems collaboratively through dialogue and the teacher acts as both a facilitator and a member
of the learning community. This is a key feature of OCL, as well as other constructivist theories,
in which the instructor is not seen as a separate entity, but rather as an active facilitator of
information construction. OCL is difficult to scale up due to the importance of the teacher's
position. Unlike connectivism, which is better suited for wide teaching, OCL works best in smaller

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classrooms. When looking for common ground among online education theories, this last point
becomes increasingly relevant.
Many other hypotheses can be linked to online education, but rather than presenting more
theories, it is more fitting to question if an integrated or coherent theory of online education is
feasible, which is one of the main goals of this research.
The OCL model will enhance conversational learning, allow opportunities for deep
learning, build academic knowledge and knowledge creation when teachers are able to design a
course that is well structured and promotes active participation and collaboration. Bates tells us
that discussion boards are not an afterthought in the classroom, but rather an integral part of it. “It
may be argued that there is little or no distinction between well-conducted conventional classroom,
discussion-based teaching and online interactive learning,” Bates says.

Figure 1: Community of Inquiry Image: (Terry Anderson/Marguerite Koole, 2013)

The goal of online interactive learning is not to replace the teacher, but rather to use
technology to increase and enhance contact between the teacher and the students, with a specific
approach to learning growth focused on information creation supported and built through social
discourse. (Bates, 2015)

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2.6 Conceptual Framework
The system approach (Input – Process – Output system) was used in describing the
conceptual framework of the study. As shown in Figure 2, the input consists the questions such as
the status of student interactions, the students’ perceptions of such interactions, and the pattern
emerged from such interaction behaviors, and the improvement on the interaction experiences and
learning of the Grade 10 Students of Jarmmeth College Inc.

INPUT PROCESS OUTPUT

 Age (14-17 years old)  Preparation of  Improve the
 Grade 10 student Research Materials Interaction
 Jarmmeth College Inc.  Collection of the data Experiences and
 How do the Grade 10 through distributing Learning Engagement
Students of Jarmmeth online survey of the Grade 10
College Inc. perceive questionnaires students of Jarmmeth
and describe their  Arrangement of the College Inc.
experience of gathered data  Develop interactive
interactions with other  Analysis & communication during
students in distance interpretation of data distance learning
learning?
 What are the factors
that make the Grade
10 Students of
Jarmmeth College Inc.
think interactions are
necessary and
important?
 What kinds of
interactions exist
among the Grade 10
Students of Jarmmeth
College Inc.?
 Are the Grade 10
Students of Jarmmeth
College Inc. satisfied
with the way they
interact?
 Why is interaction
important for the
Grade 10 Students of
Jarmmeth College Inc.
during distance
learning?
Paradigm of the Study

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Chapter 3

Research Methodology

As it is indicated in the title, this chapter includes the research methodology of the study.
A qualitative approach was followed. Vibha Pathak, Bijayini Jena, and Sanjay Kalra (2013);
Qualitative analysis focuses on a humanistic or idealistic approach to research skepticism.
However, since it is based on numeric and methods that can be rendered objectively and extended
by other researchers, the quantitative approach is a more accurate tool. People's views, experiences,
behaviors, behavior, and interactions are studied using qualitative methods. It produces data that
is not numerical. Integrating qualitative research into intervention studies is a research technique
that is gaining traction in a variety of fields. While qualitative study was once thought to be
philosophically incompatible with experimental research, it is now recognized for its ability to add
a new dimension to interventional studies that cannot be achieved solely through the calculatio n
of variables. When researchers considered it uninteresting to analyze human actions in numer ica l
terms, they turned to qualitative study. Since then, qualitative analysis has been used in a variety
of fields. In clinical research, a qualitative approach may assist in a more detailed analysis of the
results. It enhances clinical trials by increasing user participation.

In more details, in this part we outlined the research design/type/method, the data gathering
procedure, the population and sample of the study, and the research instruments. This study
employed phenomenological methodology for a couple of reasons: first, the research question is
concerned with the experience of the Grade 10 students of Jarmmeth College Inc., and
phenomenology is concerned with "the meaning of the lived experiences for several individ ua ls
about a concept or the phenomenon" and "exploring the structures of awareness in human
experiences. Therefore, this methodology works to help find out whether what interactions exist
among the Grade 10 students of Jarmmeth College Inc. in distance education this pandemic.
Second, besides finding out the meaning of interaction, phenomenology also concerns the inward
thoughts of the participants. Since interaction is an issue full of personal feelings, it is important
to examine the underlying consciousness beneath their observation on the way they interact. Thus,
we can conclude a whole picture of the phenomenon.

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3.1 Data Gathering Procedure

For the intent of this research, web/online surveys were used. Web/online survey is one of
the most popular data-collection sources, where a set of survey questions is sent out to your target
sample and the members of this sample can respond to the questions over the world wide web. The
advantages of web/online survey are: First, it is a more rapid medium to reach the possible
respondents. In comparison to the other survey techniques such as pen-and-paper surveys, online
surveys are exceedingly fast in acquiring feedback from respondents. Second, it is cost-efficie nt.
Due to the minimum required resources, online surveys are much cheaper than the other survey
methods such as telephonic or pen-and-paper surveys. Third, it is convenient to understand for
respondents. Online surveys are usually very easy to answer as they come from the social media,
it can be answered with a click. Lastly, it saves researchers’ time: Online surveys are quick to
configure and send and due to the ease, they tend to save researchers’ time. While the
disadvantages of web/online surveys are: First, the respondent cooperation issues. There are
chances that an important online survey can be overlooked or left unanswered. Last, the
questionable data reliability. Online surveys are conducted in the absence of an interviewer. Due
to this absence, the feedback received, in many cases may be considered questionable.

The platform that we used is the FormsApp, to gather our needed data. We started our
survey on March 10, 2021 and completed the target number of responses from our randomly
chosen respondents from the Grade 10 students of Jarmmeth College Inc. on March 15, 2021. Our
survey questionnaire consists of 10 close-ended questions.

3.2 Population and Sample of the Study

The sample is the group of individuals who participate in your study. These are the
individuals who you interview or who you give the survey questionnaire to answer (e.g., in a
qualitative study). While the population is the broader group of individuals to whom you intend to
generalize the results of your study. Your sample will always be a subset of your population. Your
population will depend on the scope of your study. The method of snowball sampling was used
where the participants in the study refer other individuals who fit the traits required for the study,
to the researcher.

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Distribution of Respondents
Grade 10 Students of Jarmmeth College Inc. No. of Respondents

Grade 10 – Jordan 10

Grade 10 – Jerusalem 10

Total 20

The respondents of this study are the Grade 10 students, ages fourteen to seventeen, chosen
randomly in Jarmmeth College Inc. The questionnaires are distributed to ten Grade 10 – Jordan
and ten Grade 10 – Jerusalem of Jarmmeth College Inc. in City of San Jose Del Monte, Bulacan.

3.3 Research Instruments

We used survey as our research instrument to be used for the data collection for this study.
One of the most famous types of survey, is the online survey. This survey contains the survey
questions that can be easily distributed to the respondents online via email or can simply access
the survey using any social media platforms. These surveys are easy to design and simple.
Respondents are given much time to answer these surveys. They are less expensive, and data can
be collected and analyzed quickly. Guided Response Type or Restricted type of questions was
employed to gather the required data of this study. We presented the respondents with a list of
answer options and they can select one for their response to the question.

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Chapter 4

Presentation, Analysis and Interpretation of Data

This chapter includes the presentation, analysis, and interpretation of data that have been
gathered from the questionnaires distributed to the 20 respondents of Grade 10 students of
Jarmmeth College Inc. It contains the presentation of data in a graphical form along with the
corresponding interpretation. The 20 respondents answered the given questionnaires that consists
of 10 close-ended questions. Questionnaires were given to Grade 10 student’s ages fourteen (14)
to seventeen (17). The data gathered have been analyzed using the descriptive statistics of simple
graphic analysis. This chapter solely focuses on presenting the gathered data in a meaningful way
to facilitate the discussion, which will be presented in Chapter 5.

Graphs (bar graphs) have been used to exhibit the results from the questionnaire.

How often do you contact your classmates?

8
8

7
6
6

4
3 3
3

0
Question 1

Always Sometimes Most of the times Rarely Never

According to the findings, eight Grade 10 students always contact their classmates, six
students contact their classmates sometimes, three students contact their classmates most of the
time, and three students rarely contact their classmates. Online communication is closely related
to face-to-face communication in that it includes creating a connection, exchanging informatio n,

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being heard, and being acknowledged. When and how you interact with your classmates will help
to foster a sense of community in your online classes, preventing them from feeling alienated.
Students may learn not only from their teachers, but also from their classmates, improving
understanding and retention by reactivating prior experience, engaging, and combining new
concepts. They had all contacted their classmates. No one has replied that they have never
approached their classmates; thus, those who have responded only rarely are students who can
stand on their own, but who also seek support only seldomly.

Do you contact them more when an assignment is

due, when the exam is coming, or other times? Is
it helpful for you?
11
12
10 8
8
6
4
1
2
0
Question 2

Yes Some chance No Unsure

The results indicate that 8 students answered “Yes”, they contacted their classmates more
often when an assignment is due, when the exam is coming, or other times; 11 students answered,
“Some chance”; and 1 student answered, “No”. In the school, opportunities to ask questions, join
study groups, and chatting with friends are a short walk away. While a lot is outside of your control
right now, taking advantages of ways to virtually connect with school, such as using digital tools
and reaching out for help may help you review for your exams and may help in answering your
assignments. However, there is one student who answered “No” among the choices. This student
has probably a different learning style where he/she wants to be alone in doing assignments and
reviewing for an upcoming examination to help him/her be focused on what he/she is doing.
Because this might avoid being distracted by classmates that instead of reviewing or studying it
will just end up to chit-chatting.

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Are you satisfied with the way you interact with

your classmates?

12 11

10

8 7

2 1 1

0
Question 3

Yes Some chance No Unsure

The results indicate that 11 students answered “Yes” whether they are satisfied with the
way they interact with their classmates; 7 students answered that they are satisfied with the way
they interact with their classmates at “Some chance”; 1 student answered “No”, he/she is not
satisfied with the way he/she interact with his/her classmates; 1 student answered he/she is
“Unsure” whether he/she is satisfied with the way he/she interacts with his/her classmates.
Students were highly interested in connecting with other students for both comfort and educational
purposes. Everyone learns in different ways, and social interaction maintained through online
learning is just one of many great ways that students can thrive and still be engaged in learning.
Probably the only one student who answered “No”, is still longing from the interaction’s students
have on face-to-face classes.

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How would you rate the feeling overall about

interacting in online classes rather than face to
face classes?
11
12
10
8
6 4
3
4
1
2
0
Question 4

Excellent Good Fair Poor

The results indicate that 1 student rated the overall feeling about interacting in online
classes rather than face to face classes, “Excellent”; 4 students rated it “Good”; 11 students rated
it “Fair”; and 3 students rated it “Poor”. Some students might not like the delay in interaction and
refer to it as slowing down learning, but it can also be an advantage to some students. The pause
in the interaction can be used by students to think for a while before carrying on. This allows other
students to learn at their own pace, so that no one will be left behind. Some students might not
notice those things because probably they miss the feeling of going to school. A lot of learners
may still prefer face-to-face learning environments because they are already familiar with that style
of learning.

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Do you think that interactions during online classes

is necessary and important?
15
16
14
12
10
8
5
6
4
2
0
Question 5

Yes Some chance No Unsure

The results indicate that 15 students answered “Yes", they think that interactions during
online classes is necessary and important: 5 students answered, “Some chance”. Many students
will agree that interactions during online classes are necessary and important. Students must take
part in social interaction to better understand the lessons during online classes. It gives students
the chance to observe and integrate the aspects of the subject as well as different viewpoints on
the topic. Students must connect, challenge, criticize, and respect each other's ideas in discussio ns,
whether they agree to each other or not. Greater academic interest, inspiration, and success can all
be facilitated by social interaction in online learning. Students may present their thoughts on
different subjects with one another through social interaction in online learning. And if some
subjects are difficult, students can use their group chat to discuss and seek online learning support
from others. Those 5 students who responded, “Some chance”, assumably prefer to study by
themselves at some point.

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How helpful are your teachers while studying

online?
10
10
9
8
7 6
6
5 4
4
3
2
1
0
Question 6

Very helpful Moderately helpful Slightly helpful Not at all helpful

The data indicate that 6 students answered teachers are “Very helpful” while studying
online; 10 students answered, “Moderately helpful”; and 4 students answered, “Slightly helpful”.
Many teachers who had never dealt with a crisis before and who had not undergone adequate skills
to cope with one were caught off guard by this pandemic. Teachers are required to take the
responsibility to complete this process on their own, and they do not receive additional support.
Teachers with insufficient experience and skills in delivering distance education may find it
difficult to carry out this new education system efficiently on their own. Teachers must use a
variety of strategies and exert greater effort to make sure student engagement and motivation, to
monitor learning, and to provide interactive support to students. Although arranging teaching to
make it more accessible students is challenging even in a classroom setting, attempting to do so
remotely - even if not adequately prepared - makes teachers' jobs much more difficult and puts
them under pressure. Teachers help students to learn, and nothing will ever change that whether it
is the traditional fac-to-face classes or during distance learning. The four students who responded
"Slightly helpful" are perhaps more self-reliant at times.

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How satisfied are you with the amount of time you

spend speaking with your teacher?
9
9
8
7 6
6
5
4 3
3 2
2
1
0
Question 7

Excellent Good Average Below Average Poor

The data indicates that 3 students responded “Excellent”; 9 students responded “Good”; 6
students responded “Average”; and 2 students responded, “Below average”. The classroom is an
actual, interactive, and touchable environment where teachers can teach, and students can learn. It
is here that teachers engage students, promote class engagement, and build on the ideas and
thoughts presented by students. In a simulated school, these experiences are hard to duplicate. The
environment creates the classroom, which is why virtual teaching will never completely replace
classroom teaching. Unlike in a face-to-face classroom environment, where teachers are easy to
approach by taking a quick walk around campus to ask questions if you are having trouble
understanding the lessons, distance learning can make it difficult to ask questions because teachers
are separated by distance and more likely to have difficulty answering questions from students.

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Is face-to-face communication important for you

while learning remotely?
17
18
16
14
12
10
8
6
3
4
2
0
Question 8

Yes, absolutely Maybe No, not at all

The data indicates that 17 students answered “Yes, absolutely” whether face-to-face
communication is important while learning remotely; and 3 students answered, “Maybe”. Face-to-
face interaction seems to be diminishing in significance in today's digital age, when one can go
virtually an entire day without communicating with others. Students and teachers rely heavily on
email, text messages, and social media for convenience. Face-to-face interactions and discussio ns
will boost the academic performance of students. You can work out all the information of a
lesson in one sitting, rather than spending an entire day messaging back and forth. These meetings
will also help you be more creative because your overall energy would be higher, allowing you to
brainstorm and solve multiple problems at once.

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In your classes, how eager are you to

participate?
10
10
9
8
7 6
6
5 4
4
3
2
1
0
Question 9

Very Eager Moderately eager Slightly eager Do not want to participate at all

The data indicate that 4 students responded that they are “Very eager” to participate in their
classes; 10 students responded they are “Moderately eager” to participate; and 6 students
responded they are “Slightly eager” to participate. Students could still be adapting to this new
educational system, and their hesitation to talk and contribute to a class discussion may be linked
to them, being sat to their laptops or cellphones rather than in the classroom. One of the reasons
students fail to communicate is that they have nothing relevant to say. Alternatively, students may
not perceive the question as it was asked, or they may lack a clear understanding of the group's
assignment. Another reason might be because of lack of interest. A student who is uninterested in
the topic is unwilling to participate actively in a class discussion or a small group discussion.
Lastly, and the most common reason why students are hesitant to participate is because of fear of
failure. Many students do not switch on their cameras, and teachers discuss on blank screens, but
we also know that accessibility problems can hinder other students from hearing well while their
camera is on. We also understand that students are concerned about how their participation will be
graded. Students may participate through audio and chat not just whether they turn on their camera.
Using these options, you can ensure that every student participates several times during a class

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session. One of the benefits of online learning is that there is enough space for anyone to
participate. Breakout rooms are showing to become a success for both teachers and students.
Giving students detailed work instructions on what to do in the breakout rooms, giving students
opportunity to work on it, and selecting group sizes suitable for the assignment are all good
practices for breakout rooms. It is also important for teachers to be able to monitor what is going
on in the breakout rooms. The 4 students who answered that they are “Very eager” to participate
are probably those students who are competitive and are starting to cope up to this new normal.

Why is interaction important for you during

distance learning?
12
12
10 10 10
10
8
8 7 7
6
6 5 5

4 3 3 3 3 3
2
2 1 1 1

0
A B C D E

Strongly agree Agree Neither agree nor disagree Disagree Strongly disagree

A. Allows you to share your ideas on various subjects with each other.

The data indicate that 5 students responded that they “Strongly agree”; 12 students
responded that they “Agree”; and 3 students responded that they “Neither agree nor disagree”.
Classes that allow students to communicate with one another enable students in effective ly
developing their knowledge. Students take responsibility for learning with one another, discuss
widely different knowledge and understanding, and help shape the class direction.

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B. It fuels your motivation and help you see the relevance of the topic.

The data indicate that 7 students responded that they “Strongly agree”; 10 students
responded that they “Agree”; 2 students responded that they “Neither agree nor disagree”; and 1
student responded that he/she “Disagree”. Motivation is a key element of successful learning.
Interaction allows learners to successfully use speech and improve their performance, which
should lead to higher in motivation and willingness to learn more about the topic. It lowers
occurrence of stress, depression, and anxiety. The 1 student who responded that he/she disagree,
probably finds motivation on some things and not on communicating with his/her classmates.

C. It lowers occurrence of stress, depression, and anxiety.

The data indicate that 5 students responded that they “Strongly agree”; 8 students
responded that they “Agree”; 3 students responded that they “Neither agree nor disagree”; 3
students responded that he/she “Disagree”; and 1 student responded that he/she “Strongly
disagree”. Support network and interaction have a positive impact on people's physical and
mental health. It reduces the occurrence of stress, depression, and anxiety. So, in the end, we can
say that People need People. The 3 students who answered they “Disagree” and 1 student who
answered he/she “Strongly disagree” are probably those students who still experience stress,
anxiety, or other negative emotions despite talking to classmates or teachers.

D. Helps you organize your thoughts.

The data indicate that 6 students responded that they “Strongly agree”; 10 students
responded that they “Agree”; 3 students responded that they “Neither agree nor disagree”; and 1
student responded that he/she “Disagree”. Reading a document and performing tasks are examples
of student interaction with the learned material. One of the most difficult aspects of the learning
process for students is organizing their thoughts. They can find information, write down ideas, and
even take quick notes, but they may have trouble organizing their thoughts into a unified
system that allows them to express their ideas. The 1 student who answered he/she “Disagree” is
possibly still having trouble sorting his or her thoughts when speaking with classmates.

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E. Helps you reflect on your understanding.

The data indicate that 7 students responded that they “Strongly agree”; 10 students
responded that they “Agree”; and 3 students responded that they “Neither agree nor disagree”.
Sharing thoughts with your co-learners may result on a better reflection on your understanding.
Some students do not really take the time to reflect on what they both have learned and how well
they understand the information until the night before a quiz or exam, when it is too late. A student
may recognize that they do not completely understand a subject or concept by gathering, arranging,
and sharing their thoughts to another student.

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Chapter 5

Findings, Conclusion and Recommendation

Based on the data reviewed in the previous chapter, this article presents a summary of
the research work conducted, the conclusions made, and the recommendations taken because of
the analysis. The main conclusions from the results of the analysis on the questionnaires being
collected are listed in this chapter. The study's conclusions were focused on the study's intent,
problem statements, and findings. The consequences of these observations, and the
recommendations that follow, will be discussed.

5.1 Summary of the Findings

The following include some of the study's research findings:

1) How do the Grade 10 Students of Jarmmeth College Inc. perceive and describe their
experience of interactions with other students in distance learning?

After generating the questionnaire and collecting responses from Jarmmeth College Inc.
Grade 10 students, we found that the students' responses are fairly like what we anticipated.
Different learning styles had an influence on the interaction in the same way that different learning
styles had an impact on the interaction when the teacher attribute was established. Some students
enjoyed going to class and interacting with their classmates, while others tended to study on their
own and communicate with other students as little as possible. Such variations in learning styles
are apparent in students' discussions about their satisfaction with distance education classes. It is
divided into categories based on the characteristics of the students and the class. And you know it
is not something you can only pass if the class is incredibly challenging and needs thorough
clarification from the teacher. That is going to be challenging. The students examine it as well.
Some students learn more easily by reading a book, while others learn more easily by listening in
class.

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The feeling of isolation in online learning classes affected students' willingness to
participate in online classes, particularly for those who valued assistance. For students who are
active learners who tend to work things out on their own, however, the lack of student interactio n
seemed to have little effect on their decision to pursue distance education. As a result, learning
style has been described as a crucial basis for assessing how often a student communicates with
other students and how comfortable they are with distance education classes.

Motivation, which is concerned with a student's ability to communicate with other students,
was a major factor in deciding whether they were able to initiate interactions. The willingness to
communicate with other students in the classroom and online was extremely poor. Students had
more freedom in their lives because they were able to take advantage of the opportunity offered
by distance education by not having to attend classes in a physical environment. As a result, they
did not want to spend any more time or effort interacting with other students when they could
finish the work on their own.

2) What are the factors that make the Grade 10 Students of Jarmmeth College Inc. think
interactions are necessary and important?

The complexity and form of lessons were two of the factors. The word "difficulty" refers
to how challenging a lesson was. The more challenging a topic was, the more student interactio n
was expected, and vice versa. The amount of student interaction in distance education classes was
influenced by the curriculum design. Some subjects necessitated more interaction from learners
than others. It was expected to see more student interactions in the types of courses that demanded
more interaction.

3) What kinds of interactions exist among the Grade 10 Students of Jarmmeth College Inc.?

In an online learning class, a variety of factors affected the range of student interactio ns,
and these factors interacted with one another, making student interaction behavior a diverse
phenomenon. The teacher factor, the learner factor, the material factor, the variation from a typical
lesson factor, and the convenience factor were found to be the most significant factors in this
analysis.

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4) Are the Grade 10 Students of Jarmmeth College Inc. satisfied with the way they interact?

Some of the considerations include self-study, self-discipline, and multiple schedules.

Overall, there was a good relationship between self-discipline and student engagement.
Academic success would be supported in their self-discipline if students are kept engaged. A
self-disciplined student, on the other hand, had a higher motivation to participate with other
students.

Although most students in distance education courses interacted with one another through
online or chat rooms at the same time, they did not always receive quick feedback. As a result,
there was a span of time between asking questions and receiving responses. The phase change
upset some students.

5) Why is interaction important for the Grade 10 Students of Jarmmeth College Inc. during
distance learning?

This aspect is divided into three categories: course design, teaching style, and technology use.
The teacher factor, especially the course design theme, was clearly essential in influencing the
amount of student interactions in a distance education course, according to the data analysis
results. According to our conclusions, the instructor must make a serious effort to facilitate
student interaction. Teachers had to not only include assessment of students' learning in their
textbooks or other course materials, but they also needed to be very direct about it, using
methods such as reviewing student interaction or explicitly indicating that students should ask
questions and respond to their classmates all throughout class. Attempting to make the learning
target of the course as easy as possible while facilitating as many interactions as possible through
the learning process. It makes a difference depending on how the class is monitored.

The teaching style is important in student experiences, regardless of whether the student took a
conventional or distance learning course. Some teachers made giving lectures a priority and did
not allow students to participate with one another in their classes. Other teachers encouraged
students to work together on group projects, participate in discussion sessions, message one
another, or write comments on the discussion board. As a result, students in their classes had
more chance to interact with one another. Some teachers would encourage you to speak in class.

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You do not have time to chat with your classmates because certain teachers speak a lot.
Interaction with students varies depending on the teacher. There are some other classes where
you would speak often. In other lessons, you do not say anything until you are about to leave.
The schools had difficulty keeping teachers up to date on latest technologies and, more
importantly, recognizing how teachers can use technology in creative ways to maximize student
experiences. Interactions in online education enable students to express their thoughts on a
variety of topics with one another, which increases motivation and helps them see the importance
of the topic. It also reduces tension, depression, and anxiety, as well as helping them organize
their thoughts and focus on their understanding.

5.2 Conclusion

The concept of student interaction in a distance education environment is intertwined

with many social influences. As a result, more research is needed to better understand student
experiences in distance education courses. This study has a substantial influence on the areas of
complexity, learning community, and student differences when it comes to student interactions in
online learning.

In conclusion, student interaction is a complex topic that needs further analysis to further
our interpretation of it as it relates to distance education. This phenomenological study not only
teaches us of the changing environment of this topic by evaluating the responses on the
questionnaire we distributed to Jarmmeth College Inc. Grade 10 students who are taking distance
education classes, but it also provides us with an integrated relationship of the relevant variables
and themes underlying the interactive behaviors of students. We can explore how all the factors
and themes play a role in the interaction process and therefore design a better distance education
model to promote student interactions and create an online learning environment if we pursue the
factors and themes further. Simultaneously, we can use the causes and themes as a basis to
explore their relationships with the components in an institutional or learning system, allowing
us to see the larger picture of this phenomenon. In conclusion, there are several possibilities for

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us to do more research into this subject and understand the relevance and complexity it brings to
online learning.

5.3 Recommendations

The following recommendations provide suggestions for the students, teachers, and future
researchers.

 Jarmmeth College Inc. Grade 10 students should improve their engagement or involve me nt
in online classes to deal with the current education system that is learning online. Some
students should be careful and considerate during this pandemic, and students must learn
that not everything starts immediately.

 Jarmmeth College Inc. teachers should think about integrating strategies and methods that
help students interact. Teachers should also provide ways to express gratitude or
acknowledge that a student has done well in class. Encourage students to post their
questions in a chat room or another location, such as an online journal or journal. Any
teacher who teaches online must partake in a discussion about suitable and responsible
online behavior. Although students should have been taught about media skills and
independence prior to COVID-19 and the transition to online learning, there is a need for
a refresher.

 Future researchers can conduct extensive research into student interaction experiences
during online learning. This can be some assistance and act as a guide for future
developments that could be accomplished through their studies. The capability and
eagerness of a student to interact in online classes is determined by their learning styles
and strategies.

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Appendices

Sample Questionnaire

Name (optional):

Gr. & Section:

Age:

Direction: Answer the following questions as they relate to you. Check the corresponding boxes
for your answer.

1. How often do you contact your classmates?

☐Always

☐Sometimes

☐Most of the times

☐Rarely

☐Never

2. Do you contact them more when an assignment is due, when the exam is coming, or
other times? Is it helpful for you?

☐Yes

☐Some chance

☐No

☐Unsure

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3. Are you satisfied with the way you interact with your classmates?

☐Yes

☐Some chance

☐No

☐Unsure

4. How would you rate the feeling overall about interacting in online classes rather than
face to face classes?

☐Excellent

☐Good

☐Fair

☐Poor

5. Do you think that interactions during online classes is necessary and important?

☐Yes

☐Some chance

☐No

☐Unsure

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6. How helpful are your teachers while studying online?

☐Very helpful

☐Moderately helpful

☐Slightly helpful

☐Not at all helpful

7. How satisfied are you with the amount of time you spend speaking with your teacher?

☐Excellent

☐Good

☐Average

☐Below average

☐Poor

8. Is face-to-face communication important for you while learning remotely?

☐Yes, absolutely

☐Maybe

☐No, not at all

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9. In your classes, how eager are you to participate?

☐Very eager

☐Moderately eager

☐Slightly eager

☐Do not want to participate at all

10. Why is interaction important for you during distance learning?

a. Allows you to share your ideas on various subjects with each other.

☐Strongly agree

☐Agree

☐Neither agree nor disagree

☐Disagree

☐Strongly disagree

b. It fuels your motivation and help you see the relevance of the topic.

☐Strongly agree

☐Agree

☐Neither agree nor disagree

☐Disagree

☐Strongly disagree

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c. It lowers occurrence of stress, depression, and anxiety.

☐Strongly agree

☐Agree

☐Neither agree nor disagree

☐Disagree

☐Strongly disagree

d. Helps you organize your thoughts.

☐Strongly agree

☐Agree

☐Neither agree nor disagree

☐Disagree

☐Strongly disagree

e. Helps you reflect on your understanding.

☐Strongly agree

☐Agree

☐Neither agree nor disagree

☐Disagree

☐Strongly disagree

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Curriculum Vitae