1

Chapter I

INTRODUCTION

Background of the Study

Mastering distance teaching imposed by the COVID-19 pandemic was

challenging for many teachers. Individuals who have the knowledge and

abilities to utilize a computer and other associated technology are described

as computer literate. This word refers to the most fundamental knowledge and

abilities required to run software products such as an operating system, a

software program, or an automated Web design tool (Janssen, 2016).

Computer literacy is the level of expertise you must use computers and

related technology efficiently (Indeed Editorial, 2021). In this time of

pandemic numerous changes are implemented such as the new normal

education which requires and challenges the ability of both teachers and

students in computer literacy. The new normal education’s one key approach

is to adopt the ways of blended learning, this system uses both offline and

online education through technology (Childhope, 2021).

Online education also known as distance education is an instructional

practice that effectively utilizes a wide range of tools and technology to enrich

the student experience and to facilitate student-faculty and student-student

communication (Mensah, White & Self-brown, 2020). Timis and Kodjabachi

(2020) stated that the key strength of online education, its accessibility, has

also been its main challenge, as not all faculty are comfortable with virtual

teaching and not all students have a digital infrastructure that allows them to

continue their education online.

 2

On the other hand, various studies have already been conducted

relating to the computer and digital literacy of teachers in the new normal

education. A recent qualitative study concluded that, teacher’s digital literacy

skills in distance learning were still limited, however, over time, the

instructional media training carried out in school has increased the ability of

teachers in online learning (Susanti, Rachmaniar, & Perdana, 2020).

For the teachers, being a computer literate individual increases the

level of interaction and it brings new perspectives and knowledge in class.

Also, the teaching strategies based on educational technology can

be described as an ethical practice that facilitate student’s learning and boost

their capacity, productivity, and performance. Hence this study is designed to

determine the computer literacy of grade 11 ABM teachers of Tupi National

High School in conducting online classes.

Statement of the Problem

This study aims to determine the computer literacy of ABM teachers in

conducting online classes.

Specifically, this study seeks to answer the following questions:

1. What is the reported computer literacy of grade 11 ABM online teachers?

2. How does computer literacy of grade 11 ABM online teachers affect the way

of teaching in online class?

3. What are the major technology-related problems the grade 11 ABM online

teachers experience during the conduction of online classes?

 3

Significance of the Study

With enough knowledge about online classes, the researcher aims to

study about computer literacy and its factors affecting the teachers of Tupi

National High School.

The result of this study will be of great help to the school principal,

teachers, and researchers.

To the school principal. The result of this study may serve as a guide

to the school principal on how to establish better programs and activities for

the school to maximize the knowledge of the teachers in terms of computer

literacy.

To the teachers. The result of the study may help the teachers in

determining their computer literacy level. This may also help them improve

their online teaching methods.

To the future researchers. The researchers may benefit from this

study since it will address all their questions concerning the research study. It

may also be used as a guide for future researchers who want to do similar

studies.

Scope and Delimitation of the Study

This study mainly focuses on the Computer Literacy of ABM Teachers

in Conducting Online Classes of Tupi National High School. Computer literacy

describes a general knowledge of computers, software, hardware, and how

they work. It usually refers to the ability to run and navigate applications rather

than being able to program (Computerhope, 2018).

 4

Moreover, this study aims to determine the computer literacy of 3 ABM

online class teachers. With the use of purposive sampling, the selected

respondents are identified as teachers of Tupi National High School that

teaches virtually or online with the help of online platforms. The study will be

conducted for three days during the second semester of school years 2022-

2023.

Local of the Study

The study will take place at Tupi National High School located along

the national highway of Barangay Poblacion, Tupi, South Cotabato.

Definitions of Terms

The following terms are conceptually and operationally defined to fully

understand and clarify the used terms in the research study.

Computer Literacy Conceptually, computer literacy is a

knowledge of the programs and tools

which are available, and an understanding

of their uses and capabilities in order to

get the best from them (University of

Chester, 2021). Operationally, it is the

knowledge capacity of teachers about

related to computers or technologies.

ABM Conceptually, ABM is a strand that

teaches the students the fundamental

concepts and principles that would help

them hone their knowledge and skills

 5

ready for business and economic related

industries and fields (Golamco, 2021).

Operationally, it is one of the Senior High

strands of Tupi National High School.

Online Classes Conceptually, online class are typically a

mix of video recording or live lectures

supplemented with readings and

assessments that students can complete

on their own time (Fried & Moody,2020).

Operationally, it is a type of way in

teaching that is conducted by teachers

using online platforms.

Conceptual Framework

This study is based on the Connectivism Learning Theory of the two

theorists, George Siemens, and Stephen Downes. It means accepting

technology is a major part of the learning process and that our constant

connectedness gives people opportunities to make choices about learning.

This theory reveals a relatively new learning theory that suggests students

should combine thoughts, theories, and general information in a useful

manner.

According to Western Governors University (2022), when it comes to

decision-making, problem-solving, and making sense of data, connectivism

encourages group participation and discussion by allowing for multiple

opinions and perspectives. Connectivism encourages learning that occurs

 6

outside of an individual's control, such as through social media, online

networks, blogs, or information databases, which can give learners and

instructors a well-pedagogical learning experience.

It allows students to make decisions about their learning from a

learner-centered teaching viewpoint. For a little competition, the teacher can

use Edmodo to send a poll to all their students to vote on which group they

feel created the best presentation. Students cannot vote for their own group

presentation. Bonus points can be awarded to each member of the winning

group (Rank, 2022). Enabling online interaction, collaboration, and social

learning is possibly the most difficult, yet crucial, aspect of online teaching.

"More important than learner happiness is the perception that cooperation

improves learning outcomes and lowers the risk of learner isolation that might

arise in an online context." Students can extend and enrich their learning

experience by learning together in a learning community, test out new ideas

by sharing them with a supportive group, and receive critical and constructive

feedback" (Palloff & Pratt 2005). Although technology can be an excellent

learning tool we can use, it cannot replace the guidance and mentoring

provided by an educator. Mentors can guide students in internalizing concepts

and applying their new knowledge to real-world experiences. (Duke et al.,

2013).

Aside from this theory, a Technological Pedagogical Content

Knowledge also supports this study. It is a theory that was developed to

explain the set of knowledge that teachers need to teach their students a

subject, teach effectively, and use technology. The efficiency of the course

delivery with technology integration is referred to as technological pedagogical

 7

content knowledge (TPACK). It is a perfect application in all elements of

learning, all of which are critical in the teaching and learning process. This

technology makes it easier for teachers to prepare learning materials.

However, prudent use of technology is required in every classroom. It

must be used to promote students' learning and hence their achievement

(Santos and Castro, 2021). Rather than focusing on content transfer as the

primary goal of an online course, Mishra, and Koehler's TPACK approach

recognizes the significant interplay between a teacher's pedagogical stance,

their use of technology, and their understanding of the topic in which they are

teaching (Anderson and Barham, 2013). Understanding TPACK may be

useful in assisting teachers in developing new schema when considering

transitions from face-to-face to online teaching and learning.

This study attempts to know the computer literacy of ABM teachers in

conducting online classes. The dependent variable of this study is the online

classes while the independent variable is the computer literacy.

Independent Variable Dependent Variable

Computer Literacy ABM Senior High School Online

Teachers
 8

Chapter II

REVIEW OF RELATED LITERATURE

This chapter presents the related literature and studies related to the

study that is needed and was read by the researchers to avoid repetition of

research. It also includes a depth view on previous researchers that had the

same synergy objectives and implications. It focuses on several relevant

stories, ideas, and literature that strongly supports the study. The review of

the different studies which have connection to the study are presented as

follow:

Online Class

COVID-19 has wreaked havoc on everyday living, which was already

challenging in many nations. The impact of shuttered schools and children

kept at home with little or no access to learning has been catastrophic for

schools, teachers, students, and parents. During these school closures, all

face-to-face lessons were canceled, compelling many institutions to

immediately transition from face-to-face in-person learning to completely

online lessons. The abrupt switch to fully online learning has been particularly

stressful for many instructors and students who prefer in-person instruction.

Online learning is often stigmatized as a weaker option that provides a lower

quality education than in-person face-to-face learning (Hodges, et al., 2020).

Online classes differ dramatically from regular classroom lectures. The

teacher has more influence over student behavior in a traditional in-class

lecture. To address this issue, research suggests that teachers should create
 9

several activities. Such activities can help students improve their learning

skills in online classes (Bao, 2020).

The transition from face-to-face classes to online classes has a huge

impact on assessments and evaluations. Applying assessments and

evaluations online, depending on the nature of the course and the type of

assessment, can be a difficult undertaking. As a result, teachers have been

obliged to adapt their evaluation methods to meet the online environment. It's

also tough to keep track of how students are taking classes online and to

verify that they aren't cheating on online tests (Basilaia & Kvavadze, 2020).

As school districts and universities one by one, announce plans to

resume education in the fall. Many elements of the COVID-19 learning

experience will be different in the coming months, but none more so than the

classroom. To maintain social distancing guidelines, classrooms must evolve,

both in their configuration and contents (Herr, 2022). With the COVID-19

pandemic still in full swing, several learning institutions are switching to

alternative teaching methods amid the cancellation of face-to-face classes.

The Department of Education (DepEd) has approved three different ways of

learning delivery for schools, namely online distance learning, modular

distance learning, TV, or radio-based instruction. These three modalities

hinge on the tenets of flipped and blended learning, two methods that are

changing the education landscape by harnessing the power of technology to

deliver information better to today’s digital natives.

Blended Learning is usually defined as the combination of online and

face-to-face so that more engaging content like video, games, podcasts, and
 10

online materials are used in conjunction with physical tutoring. However, in

the current set up where students will be taught remotely from their homes,

blended learning is defined by DepEd as the “fusion of online distant learning

and in-person delivery of printed materials to the homes of the learners

through the barangays for those who don’t have internet access and

interactives facilities in the comfort of their homes.”

On the other hand, flipped learning, the opposite is applied. A concept

is introduced to the students through a video, presentation, podcast, or some

other multimedia format before the class starts. This “gives the student the

freedom over how, when, and where they learn and it lets them engage with

the video content in the day that suits them the best,” according to the Flipped

Institute. Since the student is already familiar with the subject matter even

before the class starts, the teacher can spend the class hour to collaborate

with the students to help them, understand better the topic through more

enjoyable, engaging, and collaborative exercises. As the Flipped Institute

describes it, “Less ‘sit and listen’ equals more ‘do and learn.’” While the new

teaching environment creates many challenges for teachers, students, and

parents, it also opens a bounty of opportunities to improve the traditional ways

of teaching in Philippine schools. Using the methods of both Flipped and

Blended Learning for Filipino students who will undergo online distance

learning opens new teaching and learning patterns.

Komolafe, et al. (2020) stated that, online classes became necessary

to ensure that the pandemic did not cause a time gap in learning amongst

student. Online learning involves the use of virtual platforms in the form of

mobile and web applications for both teaching and learning. Computer literacy
 11

is the prerequisite for a technology learning environment. With the fast

advancement of technology, the demand for students and teachers with the

necessary abilities is increasing. Teachers with extensive technology

knowledge and expertise in areas such as instructional technology application

have aided students in need for computer literacy advancement through

technology and the use of technology as teaching tool (Jou & Wu, 2012).

A study about the identifying the level of acceptance of online class

learning among university students who experienced full online learning mode

discussed that, the sudden change of situation has caused many schools and

institutions to resort to fully online and learning throughout the world (Sim, et

al., 2021).

According to Bognus, et al., (2022), during the COVID-19 pandemic, all

reports are completed using computers, cellphones, and internet access.

Some generation X teachers typically struggle with the paperwork, attending

seminars, and giving instructions online. Their performance has suffered as a

result to their tardiness in submitting their papers. Furthermore, some

Generation X teachers are attempting to adapt to the circumstances and

embrace the rapidly evolving modernization. To stay up with the changing

typical education methods, these teachers patiently and persistently practice

and learn the function of technology.

On the other hand, according to Barton (2019), an effective teaching

involves the ideal pedagogy at different times, and in different contexts. While

the world is experiencing a severe global crisis due to COVID-19 pandemic.

The academic education sectors of several developing countries face

 12

formidable challenges, including Bangladesh. Still, the study found prospects

to deploy blended learning and flipped classrooms in the post-pandemic

period (Khan, 2021).

Furthermore, working from home constitutes a more demanding

teaching scenario in many ways, and extra consideration should be given.

Teachers must spend their time effectively in order to keep up with the newest

technological breakthroughs while also being more productive and creative in

the teaching-learning process while remaining healthy and happy (Milan et al.,

2022).

Although some teachers struggled with adapting technology in the

classroom, it does assist teachers save paperwork by replacing notebooks

and reports with laptops and tablets that contain all the information they want.

Unless the teacher specifies otherwise, homework assignments are

automatically examined and graded (Shaytura, et al., 2020).

Educators have traditionally expressed skepticism about the possibility

of replicating outcomes similar to traditional face-to-face instruction through

online distance learning. VanPortfliet and Anderson observe in a study

comparing outcomes from online and hybrid courses that academic

achievement and retention are thought to be lower for students enrolled in

distance learning programs than for those enrolled in regular classroom

settings. A lack of communication between students, their teacher, and their

peers in the online learning environment is mentioned as one explanation for

this relative lack of efficacy. (VanPortfliet and Anderson, 2020)

 13

Google Classroom is one example of an online platform; it was created

by google for academic reasons and supports a blended learning platform.

This program is extremely simple to use, takes up little memory on the

smartphone, and assists both the teacher and the student in staying on track

with the lecture. It basically enables teachers to spend more time with their

kids and less time on paperwork, and it has just been improved (Octaberlina

and Muslimin, 2020).

Overall, online education resulted in fewer paper works and face-to-

face presentations, resulting in a more sustainable environment. All these

beneficial qualities can lead to a better long-term outcome, as well as more

effective and efficient educational approaches (Karimian, 2021).

Computer Literacy

Keeping up with the continually growing computer-based technologies

has become incredibly difficult for all of us. This is especially the case for

educators, who are now required to stay one step ahead in order to maintain

their relevance in their fields.

Computer literacy refers to the skills needed to live, learn, and work in

a society where communication and information are increasingly provided via

digital platforms including the internet, social media, and mobile devices

(westernsydney.edu, 2020). You'll need to develop your critical thinking skills

while dealing with a lot of information in various formats. Critical thinking is

required for searching, sorting, analyzing, applying, and generating

knowledge.
 14

It may also be described as the abilities, experiences, knowledge, and

skills that enable a person to effectively use digital technology. This is

essential to engage in a wide range of economic, educational, and social

possibilities because to the high rate of technology usage. For example, most

occupations today rely heavily on computers, making it more difficult to get job

without at least some computer abilities (Spacey, 2020).

Teachers nowadays must use desktop computers, laptop computers,

and even mobile devices such as tablets to perform their tasks. These

professionals must also be familiar with computer-related technology. This, of

course, includes, among other things, the internet, email, desktop

conferencing, and video conferencing, to name a few. In this computer-driven

world, you will need to strive for unusual competence and proficiency as a

qualified educator. Word processing, spreadsheet, and database

management are just a few of the skills that any teacher should have (Fort,

2017).

In Turkey, there has been a good understanding of the necessity of

digital skills, and the government’s efforts in relation to DL have contributed

positively to this understanding, and this pandemic has proved the

significance of DL for individuals, specifically for students, as schools of all

levels had to go online due to the measures taken. In the 21st century, DL is a

necessity to successfully master the tasks of professional and personal life

and this individual capacity, and this capacity becomes more important

specifically in online education settings. In a distance learning context, it was

revealed that one of the important predictors of learners’ overall success in

 15

distance learning was found to be digital literacy skills as well as self-efficacy

and self-regulated learning skills (Karagul B., I., Seker M., Aykut C., 2021).

This pandemic outbreak resulted in the closure of schools affecting

almost half of students worldwide. UNESCO estimated that more than 100

million children will more likely have problems in reading proficiency because

of no longer going to school. For this reason, education should be prioritized

to prevent such effects of COVID 19 on learning quality. With this reason,

many countries, the Philippines included, have shifted from classrooms to

online education through online learning platforms.

In the Philippines, the Department of Education (DepEd) has applied

distance learning modalities to ensure learning continuity, which involve

technology and internet connection. This way, students can continue their

education in remote setups through online/offline platforms, TV and radio, and

printed modules. They can access these tools in various ways, such as

blended learning and home schooling. In blended learning, any of these

modalities are combined to maximize their benefits and achieve high-quality

learning. In home schooling, students learn with the aid of a caregiver as their

teacher (childhope.org, 2021).

However, as technology now are getting in demand, being computer

literate is also an Important factor in this new normal education. Computer

literacy is the basic condition for technology learning environment. With the

rapid increase in technological development, the need for students and

teachers with requisite skills grows. Teachers with rich technology experience

and ability in areas such as instructional technology application have helped

 16

students in need of advancing computer literacy via technology and using

technology as a teaching tool (Li1Lung-Y., Lee Long-Y., 2016).

In simple terms, digital literacy or computer literacy is really required for

the development of technology especially in terms of education. This would

provide successful online classes. Its role is to help students, teachers, and

others to deal with technology and help them on how to properly use them.

This will able them to access and would be provided with the knowledge

needed in new normal education. This means that digitally literate individuals

are regarded as more productive, innovative, and cooperative with their better

skills of critical thinking, problem solving and decision-making concerning

using technology.

Aside from this, different studies and articles also showed the

importance of computer literacy in the modern world and even in the current

situation wherein the world’s under pandemic wherein technology was the key

to keep the communities and countries going. A certain study about the

importance of computer knowledge for teachers explained that, it is certainly

important to utilize computer assistance where it will be very helpful for a

teacher in creating a conducive learning situation, easy to understand and

make class more enjoyable (Yusrie, 2019). Other than that, a study done by

Scott Sargrad explained why computer literacy matters during the Covid-19

pandemic.

Sagrad (2020) stated that, while coronavirus has made computer

literacy a far more important issue, it is not expected to go away with the

virus. As technology becomes more prevalent in the classroom and in society,

 17

we must ensure that all students have equitable access to and training, not

only so that they can learn and complete their assignments, but also so that

they are prepared for workforce where technological proficiency is becoming

increasingly important.

There is also a study wherein it discussed that in the world which has

seen a new era of teaching practically, using online teaching and educational

platforms and so on, in this era proved that the people were not fully ready.

Some teachers weren’t using ICT in the classroom or they didn’t know how to

use while they’d heard a lot about, they must have done. The fact that,

younger generation know how to use modern technology more than teachers

and they have ability to learn them quickly which is a disadvantage since the

youth haven’t ability to use them for good or bad. Teachers should have

computer competence to teach and direct them (Makhmudov, Shorakhmetov,

& Murodkosimov, 2020).

Sanchez (2021) asserted that the COVID-19 pandemic has an

unforeseen impact on education, driving teachers and students to adapt to an

online teaching and learning format. Educators and students both had to

progressively adjust to the new educational environment, which was a huge

challenge for everyone involved. Without a doubt, online teaching during the

COVID-19 epidemic or the current half-virtual education style will affect

professional roles, career fulfillment, and new requirements for teachers’

digital literacy.

Over time, technology has become established in every aspect of the

educational system. Online learning provides students with chances that

 18

earlier generations never had. According to the Department of Education,

“online learning opportunities and the use of open educational resources and

other technologies can increase educational productivity by accelerating the

rate of learning, reducing costs associated with instructional materials or

program delivery, and better utilizing teacher time.” Students can digest

information through several different mediums when digital literacy is

integrated into the learning experience, giving them a better chance of

remembering it (Singleton, 2019)

According to Mudra (2020), digital literacy helps young learners

improve their writing, reading, listening, and speaking skills by exposing them

to real resources, increasing the frequency with which they utilize digital

technology, and promoting online communication between teachers and

students.

Above all, developing digital literacy skills and understanding enables

both students and teachers to properly explore and discern all forms of digital

technology. Teachers and students with these IT skills can use educational

courseware and online resources to learn traditional subjects in new ways.

In general, computer literacy has become vital in the society especially

in the new normal education. Computer literacy does not only refer to the

ability to use technology and computers efficiently but also understanding the

usage of technology, computers, and digital platforms in order to be

productive. Skills, knowledge, and abilities to use and communicate through

digital platforms and online classes tested not only the computer literacy of

students but as well as the teachers as they adapt and cope with the new
 19

normal education implemented. Indeed, it plays a major role, now that it

serves as a bridge between student and teachers and for the implementation

of new normal education to be successful and effective.

Chapter III

METHODOLOGY

This chapter deals with the methodologies involved in the study to be

employed. This includes the research design, and locale of the study. It also

discusses the research instruments, data gathering procedures, and statistical

treatment to analyze the study.

Research Design

This qualitative research will use a one-on-one interview

approach/method. Qualitative research aims to study more about social

phenomena in their natural setting. It focuses on the "why" rather than the

"what" of social phenomena, and it is based on people's real-life experiences

as meaning-makers. Rather than logical and statistical procedures, qualitative

researchers investigate human phenomena using a variety of methods of

 20

inquiry, such as biography, case study, historical analysis, discourse analysis,

ethnography, grounded theory, and phenomenology (Arlington, 2016).

A one-on-one interview can help with in-depth data collecting by

providing insight into people’s perceptions, understandings, and experiences

of a specific topic (Ryan, 2013). This method aids understanding and can

capture additional information about the teachers’ computer literacy when

conducting online classes.

Research Instrument

The study will use an interview guide in collecting data through one-on-

one interview. An interview guide is a document that contains all the

researcher’s questions with notes on how each of the interview questions is

linked to the research question(s) of the study. A researcher can also include

their research aims and objectives here for a more comprehensive linkage

(Warren & Phair, 2022). Aside from that, the study will specifically use a semi-

structured interview.

A Semi-structured interview is a mix of structured and unstructured

interviews. While a few questions are predetermined, the others aren’t

planned. It is also often open-ended, allowing flexibility (George, 2022).

Furthermore, the given interview question will be created by the researchers

itself. There would be an estimated 5 questions listed on the interview guide

and is checked by the subject teacher if possible. Lastly, the interview

question will only have one part.

Data Gathering Procedure

 21

Before gathering the data, the researchers will formally request

permission in a form of letter to conduct the study from the school via the

perspective principal of Tupi National High School.

PHASE I – Creating Survey Guide

The researchers will create a survey guide and consult their created

survey guide to an appropriate person afterwards.

PHASE II – Conduct Study

The researchers will conduct interviews to ABM Teachers and explain

the significance of their responses to the study as well as clarify specific terms

so that the respondents may answer the questionnaire with complete

awareness of the subject of the study.

PHASE III – Transcription of Data

After the interview, the researchers will then have to transcribe their

recording or go over their notes to make sure it is complete.

PHASE IV – Data Analysis

After all the data gathering, the researchers will analyze the data

gathered.

Phase V – Concluding

Based on the data, the researchers will come up for a conclusion and

recommendations for the study.

 22

REFERENCE
Anderson, A. & Barham, N. (2013). Using the TPACK Framework to Unite
Disciplines in Online Learning. Retrieved from
https://tinyurl.com/2xedcyad

Bao, W. (2020). COVID −19 and online teaching in higher education: A case
study of Peking University. Human Behaviour and Emerging
Technologies, 2(2), 113– 115. https://tinyurl.com/2ne47vpk

Barton, T. (2019). Pedagogy in Education. Retrieved from

https://tinyurl.com/mvzd68te

Basilaia, G., & Kvavadze, D. (2020). Transition to Online Education in Schools

during a SARS-CoV-2 Coronavirus (COVID-19) Pandemic in Georgia.
Pedagogical Research, 5, Article No. em0060.
https://tinyurl.com/4e97hfww

Bizmarrow, (2022). Importance of computer literacy in the modern world.

Retrieved from https://tinyurl.com/2exea6jn
Bugnos, J. D., et. al. (N.D) Traditionalist to Progressivist: Lived Experiences of
Generation X Teachers in the New Normal. Retrieved from GE-121
JJ22-12-Jezelle-D.-Bugnos.pdf (globusedujournal.in)
 23

BySingleton, N. (2019). The Need for Digital Literacy in Education. Retrieved

from https://tinyurl.com/mv273xfn
Chester University. (2021). Digital Literacy and Computer Literacy – aren’t
they the same thing. Retrieved from https://tinyurl.com/bdzcpz6f
Child hope Philippines, (2021). Alternative Education: Online Learning Under
the New Normal. Retrieved from https://tinyurl.com/mryf6f4u
Childhope. (2021). Getting to know the Philippines' New Normal. Retrieved
from https://tinyurl.com/4u2d577s
Computer hope. (2018). Computer Literacy. Retrieved from
https://tinyurl.com/5x874dxs
Digital Sydney University (2020). What is Digital Literacy? Retrieved from
https://tinyurl.com/yckvv7bw
Fort, A. (2017). Computer Skills for Every Teacher to Master. Retrieved from
https://cutt.ly/5Kkhw0P
Freepik, M., Pham, L., and Fertu, T., (2016). Quantitative and Qualitative
Research. University of Texas Libraries. https://cutt.ly/dKkhtbo
Friedman, J. & Moody, J. (2020). How Online Classes Work: 10 Frequently
Asked Questions. Retrieved from https://cutt.ly/xKkhusn
fRyan, F., Coughlan, M., Cronin, P. (2013). Interviewing in qualitative
research: The one-to-one interview. Retrieved from
https://tinyurl.com/2fmevezm
George, T. (2022). Semi-Structured Interview. Retrieved from
https://tinyurl.com/y4f3knhs
Golamco, K. (2021). College Courses You Can Take if You Took the ABM
Strand in Senior High School. Retrieved from
https://tinyurl.com/46dh6asw
Herr, S., (2022). 6 Classroom Layouts to Maintain Social Distancing.
Retrieved from https://tinyurl.com/3wzr84ks.
Hew, F., K., Jia, C., Gonda, D., E. & Bai, S., (2020). Transitioning to the “New
normal” of learning in unpredictable times: pedagogical practices and
learning performance in fully online flipped classrooms. Retrieved from
https://tinyurl.com/2wmn6dat.
Hodges Et Al. (2020). Transitioning to the “new normal” of learning in
unpredictable times: pedagogical practices and learning performance
in fully online flipped classrooms. Https://Www.Springeropen.Com/.
Retrieved from https://tinyurl.com/2yuybpyu
Holz, S. (2018). What is the role of the teacher in the online classroom?
Connectivism might provide an answer. Retrieved from
https://tinyurl.com/ywmvxccv
 24

Indeed Editorial Team. (2021). Improving your computer skills: Everything you
need to know. Retrieved from https://tinyurl.com/ydfkth4n
Janssen & Janssen, D. C. (2016). What is Computer Literate?
Https://Www.Techopedia.Com/About. Retrieved from
https://tinyurl.com/ycyefrzb
Joan, R., (2013). Flexible learning as new learning design in classroom
process to promote quality education. Retrieved from
https://tinyurl.com/myx6766f.
Jou & Wu. (2012). Computer Literacy and Online Learning Attitude toward
GSOE Students in Distance Education Programs.
Https://Files.Eric.Ed.Gov/Fulltext/EJ1111001.Pdf. Retrieved from
https://tinyurl.com/3u4xm6wr
Karagul, B., I., Seker, M. & Aykut, C., (2021). Investigating Students’ Digital
Literacy Levels during Online Education Due to COVID-19 Pandemic.
Retrieved from https://tinyurl.com/yc34emx3
Karimian, Z., Farrokhi, M.R., Moghadami, M. et al. Medical education and
COVID-19 pandemic: a crisis management model towards an
evolutionary pathway. Educ Inf Technol 27, 3299–3320 (2022).
Retrieved https://tinyurl.com/mws2wur4
Khan, M. E. (2021). Deploying Blended Learning in the New Normal
Pedagogy. Retrieved from https://tinyurl.com/ms7x7be8
Komolafe, B. F., Fakayode, O. T., Osidipe, A., Zhang, F. Y., & Qian, X. S.
2020. Evaluation of Online Pedagogy among Higher Education International
Students in China during the COVID-19 Outbreak. Retrieved from
https://tinyurl.com/5cn4j2s2
Makhmudov, K., Shorakhmelov, S., & Murodkosimov, A. (2020). Computer
Literacy is a Tool to the System of Innovative Cluster of Pedagogical
Education. Retrieved from https://tinyurl.com/2p8aepz9
Manila Standard, (2020). Flipped and Blended Learning: The new normal
classroom set-up. Retrieved from. https://tinyurl.com/2u3ns7xh
Mensah, E., White, E., Self-Brown, S. (2020). Covid-19 and Distance
Learning: Effects on Georgia State University School of Public Health
Students. Retrieved from https://tinyurl.com/2xbaj9au
Millan, J., Rodriguez, G., and Millado, K. F. M. (2022). Impact of Work from
Home among Teachers during the COVID-19 Pandemic: A Case
Study. 3(1), 17–32. Retrieved from https://tinyurl.com/4aesaxzt
Mudra, H. (2020). Digital Literacy among Young Learners: How Do EFL
Teachers and Learners View Its Benefits and Barriers? Teaching
English with Technology, 20(3), 3–24. Retrieved from
https://tinyurl.com/49epv8ar
 25

Octaberlina, L. R., and Muslimin, A. I. (2020). EFL Students Perspective

towards Online Learning Barriers and Alternatives Using
Moodle/Google Classroom during COVID-19 Pandemic. Retrieved from
https://tinyurl.com/3p96kbyn
Phair, D. & Warren, K. (2020). Qualitative Research 101: Interviewing.
Retrieved https://tinyurl.com/3bappy35
Rank, P. (no yr). Using Connectivism Theory in the Classroom. Retrieved
from https://tinyurl.com/mtwv6dj7
Sanchez-Cruzado, C.; Campion, R.S.; Sanchez-Compa, M.T. Teacher digital
literacy: The indisputable challenge after COVID-19. Sustainability
2021, 13, 1858. Retrieved from https://tinyurl.com/24rcrxjr
Santos, J. (2020). Technological Pedagogical content knowledge (TPACK) in
action: Application of learning in the classroom by pre-service teachers
(PST). Retrieved from https://tinyurl.com/3rct6kkz
Sargrad, S. (2020). Why Computer Literacy Matters During the Covid-19
Pandemic. Retrieved from https://tinyurl.com/bdtzx3vf
Sim, S., Sim, H., Quah, C. (2021). Online Learning: A Post Covid-19
Alternative Pedagogy for University Students. Retrieved from
https://cutt.ly/wKkzPK2
Spacey, J. (2020). 17 Examples of Computer Literacy. Retrieved from
https://tinyurl.com/pjjfkzbd
Susanti S., Rachmaniar,Perdana, F.(2020). Digital Literacy of Teachers in
Online Learning at Elementary School in Bandung City. Retrieved from
https://tinyurl.com/mr8ax739
Timis, D. & Kodjabachi, A. (2020). Online Learning for a New Higher
Education. Retrieved from https://tinyurl.com/yd5hx7v8

VanPortfliet And Anderson, P. M. (2020, September 29). Online Distance

Learning: A Literature Review. Cirl.Entoncollege.Com. Retrieved June 21,
2022, from https://tinyurl.com/23eftt6p

Western Governors University. (2021). Connectivism Learning Theory.

Retrieved from https://tinyurl.com/mwtxxzy5

Yusri, M. (2019). The Importance of Computer Knowledge for

Teachers.Retrieved from https://tinyurl.com/bdhk6myb