Introduction
In the COVID-19 environment, online learning has proliferated enormously at every intellectual and academic level and in many nations. In latest years, the integration of information and communication technologies into pedagogical approaches has resulted in a variety of online learning patterns, ranging from electronic learning to online learning and virtual learning (Suartama et al., 2021). Due to the obvious relatively new status of such broad usage of online learning, no sufficient research or analysis has been completed to understand if student performance suffers as a result of this alternative medium. The purpose of this research proposal is to suggest a dissertation paper to investigate the influence of online learning on student academic achievements, emphasizing also mathematics courses.
The COVID-19 outbreak has influenced not only the way individuals work but also how students learn. Operating and studying from home has become the standard as nationwide and worldwide lockdowns are enacted, with some courses ultimately migrating to online-based education. Online learning is a type of study in which teachers and students communicate with each other through the Internet (Khan, 2020). To put it differently, the teaching-learning process does not take place in person, but rather through video and online interactions. If the educators and supervisors agree, electronic learning may be used as a blended learning strategy in specific instances (Khan, 2020). Since 18.99 billion USD were funded in online learning technologies in 2019, digital courses have been on the increase even before the epidemic (Li & Lalani, 2020). As home-based education becomes more common, disturbances to the conventional school environment, as well as the numerous obstacles of scheduling online sessions, may have an impact on student’s academic achievement. The purpose of this research is to investigate the influence of distance learning on high-school students’ educational outcomes and to assess if teaching methods should increase the number of digital courses.
Background
Since prior research did not demonstrate a clear link between digital education and performance level, the study aims to add to the literature by providing a direct parallel between virtual and in-class environments. The research findings reveal that the participant’s perceptions of the effectiveness of online learning and their capacity to attend e-learning classes are unaffected by their lifestyle or the equipment accessible for online learning (Cortez, 2020). A deficiency of student involvement has been associated with worse academic achievement in both virtual and face-to-face programs, with the effectiveness of faculty-student connections and learning methodologies being among the variables having a favorable connection (Dumford & Miller, 2018). This paper suggests that the level of interaction is a characteristic that should be investigated further. It is necessary to offer an overall assessment of whether online courses make a difference in student academic achievement, as well as incorporate some of the characteristics discovered to be statistically relevant in prior studies. This enables the study’s findings to be used to make suggestions and generate additional conversation about online learning.
Digital learning has many great effects, but it also has numerous negative effects. According to research, online courses can boost student involvement and efficiency while allowing them to learn whenever and wherever they prefer (Suartama et al., 2021). Other research has revealed that utilizing mobile devices for distance courses keeps students occupied with downloading videos, browsing movies, and listening to audio files, while others waste time in video games or conversing on social media (Suartama et al., 2021). Students’ productivity, educational output, and learning outcomes suffer as a result.
The disadvantage of various research is that they only concentrate on online classes, making it impossible to compare the efficacy of online and face-to-face lessons. Furthermore, the concept that students enrolling in digital courses do not inevitably outperform their classmates must be examined. The findings will form a basis to serve as a framework for subsequent academic study on the proposed issue, as well as potential early findings. The identified topic will assist institutions in determining the technique of education that they will need to enhance to bring the requirements of various educational practices to parity.
Methods
A literature search was conducted to investigate the problem and evaluate the potential of online, mobile, digital, and distance learning tools that are implemented in various educational settings. The databases for searching sources included the International Journal of Emerging Technologies in Learning, Journal of Emerging Technologies and Innovative Research, Journal of Computing in Higher Education, and European Journal of Interactive Multimedia and Education. Keywords related to education, online courses, electronic learning in high school settings, digitalization, distance learning, pandemic in the academic community, and their combinations served as queries. For instance, a search was conducted using “online learning during the pandemic,” “ubiquitous courses,” “digitalization of educational procedures,” “distance communication channels,” ” electronic transparency,” and similar keywords.
Conclusion
For search convenience, specific delimiters were established: “comparative study,” “educational performance,” “5 years,” and other requirements. Articles for analysis were selected using set inclusion and exclusion criteria, and as a result, five sources remained for analysis – Cortez (2020), Dumford & Miller (2018), Khan (2020), Li & Lalani (2020), and Suartama et al. (2021). The included articles had to correspond to the topic, be written in English, and be published in a peer-reviewed journal over the past five years; publications not meeting these criteria were excluded.
References
Cortez, C. P. (2020). Blended, distance, electronic and virtual-learning for the new normal of mathematics education: A senior high school student’s perception. European Journal of Interactive Multimedia and Education, 1(1).
Dumford, A. D., & Miller, A. L. (2018). Online learning in higher education: exploring advantages and disadvantages for engagement. Journal of Computing in Higher Education, 30(3), 452–465.
Khan, I. A. (2020). Electronic learning management system: Relevance, challenges and preparedness. Journal of Emerging Technologies and Innovative Research, 7(5), 471-480.
Li, C., & Lalani, F. (2020). The COVID-19 pandemic has changed education forever. This is how. World Economic Forum. Web.
Suartama, I., Setyosari, P., Sulthoni, S., Ulfa, S., Yunus, M. & Sugiani, K. (2021). Ubiquitous learning vs. electronic learning: A comparative study on learning activeness and learning achievement of students with different self-regulated learning. International Journal of Emerging Technologies in Learning, 16(3), 36-56.