Theoretical framework

The theory indicated in this chapter determines the correlation between

indicated variables in the Statement of the Problem (SOP), and how these

theories were relevant as a model or tool in examining the academic

performance of second year students Bachelor of elementary education in

NWSSU though online learning. This research study present theoretical

model for analying student academic performnce in online learning in order

investigate the aforesaid research concern.

Online learning can present challenges to educators, as the tools and

opportunities to discover students’ preconceptions and cultural perspectives

are often limited by bandwidth constraints, which limit the users’ view of body

language and paralinguistic clues. Some researchers argue that these

restrictions negatively affect communication efficacy (Short, Williams, &

Christie,1976). Others argue that the unique characteristics that define online

learning (appropriate combinations of asynchronous and synchronous voice,

text, and video) can actually lead to enhanced or hyper

communications (Richardson, 2000).

Online learning can present challenges to educators, as the tools and

opportunities to discover students’ preconceptions and cultural perspectives

are often limited by bandwidth constraints, which limit the users’ view of body

language and paralinguistic clues. Some researchers argue that these

restrictions negatively affect communication efficacy (Short, Williams, &

Christie,1976). Others argue that the unique characteristics that define online

learning (appropriate combinations of asynchronous and synchronous voice,

communications (Richardson, 2000)

Online learning has undoubtedly altered the way courses are being

delivered in many universities. However, we are only just beginning to explore

the possibilities of online learning and coming to recognise its strengths and

limitations (Ryan et al., 2000, p. 28). While issues relating to the cost of online

learning development are not the focus of this enquiry, it is clear that online

learning technologies do not provide the complete cost-effective solutions

once hoped for by earlier advocators of the use of this medium for learning. If

students are expected to experience successful learning through the use of

the Internet, as with the use of any other medium, the design of instruction

must consider the learners’ needs and how they will interact within this

environment. The designer of online learning environments needs to fully

utilise the potential of online technologies and hypertext’s ability to organise

(structure) and retrieve (display) learning materials to students in a manner

that enhances, rather than hinders, the learning experience (Greening, 1998;

Weigel, 2002).

Research has found that student assumptions influence expectations about

online environments and impact not only the levels of satisfaction within the

online course environment, but also satisfaction with the academic, their

degree, and the university as a whole (Lawrence et al., 2019; Stone, 2019).

These include lack of defined class hours; the different ways in which

students and academics spend their time online compared to face-to-face

classroom settings; and the belief that effective strategies in face-to-face

instruction transfer to an online environment. These considerations are

19 crisis, where there has been a shift to online learning.

Online education can lead to a sense of isolation, which can be

detrimental to student success (McInnerney & Roberts, 2004). Therefore,

integration of social interaction into pedagogy for online learning is essential,

especially at the times when students do not actually know each other or have

communication and collaboration skills underdeveloped (Garrison et al., 2010;

Gašević et al., 2015). Unfortunately, existing evidence suggested that online

learning delivery during the COVID-19 pandemic often lacks interactivity and

collaborative experiences (Bączek et al., 2021; Yates et al., 2020). Bączek

et al., (2021) found that around half of the medical students reported reduced

interaction with teachers, and only 4% of students think online learning

classes are interactive. Likewise, Yates et al. (2020)’s study in high school

students also revealed that over half of the students preferred in-class

collaboration over online collaboration as they value the immediate support

and the proximity to teachers and peers from in-class interaction.

Apart from the aforementioned issues, the extent of interaction and

collaborative learning opportunities available in online learning could also

influence students’ experience. The literature on online learning has long

emphasised the role of effective interaction for the success of student

learning. According to Muirhead and Juwah (2004), interaction is an event

that can take the shape of any type of communication between two or

subjects and objects. Specifically, the literature acknowledges the three

typical forms of interactions (Moore, 1989): (i) student-content, (ii) student-

student, and (iii) student-teacher. Anderson (2003) posits, in the well-known

only one of the three interaction is of high quality, and the other two can be

reduced or even eliminated. Quality interaction can be accomplished by

across two dimensions: (i) structure—pedagogical means that guide student

interaction with contents or other students and (ii) dialogue—communication

that happens between students and teachers and among students. To be able

to scale online learning and prevent the growth of teaching costs, the

emphasise is typically on structure (i.e., pedagogy) that can promote effective

student-content and student-student interaction. The role of technology and

media is typically recognised as a way to amplify the effect of pedagogy (Lou

et al., 2006). Novel technological innovations—for example learning analytics-

based personalised feedback at scale (Pardo et al., 2019) —can also

empower teachers to promote their interaction with students.