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Top1. Introduction
Many schools use distance education to improve the implementation of learning objectives. It is said from the organization and parents’ viewpoints; online education is a successful approach (Hannum et al., 2008; Irvin et al., 2010). According to research, the most critical and visible skill developed by all parties at various levels of distance learning, particularly during the Coronavirus pandemic, is expertise with technology. Furthermore, because the smartphone is one of the most utilized distances learning technology, teachers and parents must closely monitor and supervise their children’s exposure time and schedule to ensure their educational goals are met. Lemon and McLeod (2022) are emphasis this collaboration between schools and home to fulfill the educational goals.
As per the United Nations Report (2020), the COVID-19 epidemic has significantly impacted education, with 190 countries being compelled to cease in-person instruction. Most of these countries have shifted to distance education for emergencies (United Nations, 2020). This shift in teaching approaches has significantly impacted the general standard of education. The terms online, remote, adaptive, accessible, mixed, and blended are frequently used in today’s modern education sector. Furthermore, terminology like online courses and programs indicates online learning (Tanhan, 2020). Distance education refers to any activity in the teaching and learning process that does not need the student to be physically there in the classroom. Distance education is often referred to as e-learning, online learning, and distance learning (Lee, 2010). Distance learning helps students, teachers, and gadgets connect without required physical attendance or for both parties to use the computer simultaneously (Dereso, Meher and Shobe, 2022).
Because numerous educational institutions concentrate on moving educational information from conventional to digital media to enhance students’ exposure to such content, the rapid move from traditional or in-person education to remote education indicates organizational capabilities (Wu, 2020). Many organizations approached this move strategically, saving time and money. In this movement, teachers should go alignment with the new trend by adjusting their teaching strategies focusing in distance teaching rather than face-to-face. Additionally, distance learning has several benefits, including the opportunity to study at any time and from any location; learning functionality allows learners to reflect and react (Doyumgac et al., 2021). Moreover, (Lin, 2015; Payne, 2020; Wang et al., 2019; Thangavel et al., 2022).
Suggested that distance education could increase students’ enthusiasm and academic progress.
The unpredicted shifts to digital learning influenced many educational institutions with inadequate tools, insufficient access to network connections, and lack of modern equipment, all of which hampered both educational organizations and students’ capacity to engage in distance learning actively (Allaimon, 2020). Furthermore, insufficient interaction with lecturers is another issue with online learning so that some students may favor face-to-face lectures. Another feature of face-to-face education that distance education lacks is the chance to grow interpersonal qualities in the classroom, which means students might not properly express their thoughts, information, and expertise (Britt, 2006; Indrajit, Wibawa and Suparman, 2021).