Review of Related Literature
In this section are the corresponding review to related literature variables and indicators namely new
normal practices/protocols and psychological behavior; knowledge, attitude, and values.
New normal practices/protocols
The COVID-19 pandemic has changed life as we know it. As the rate of infections begins to slow down in
some hard-hit areas, early signs of recovery are appearing. Some towns, cities and states are starting to
slowly reopen businesses, public areas and more.What will “the new normal” mean for you?
Lisa Maragakis, (2020) senior director of infection prevention, discusses things to consider, possible next
steps and how you can continue to keep yourself healthy.Until a safe, effective coronavirus vaccine is
available, there will continue to be a risk of infection, even as people get back to work, school and a
more normal life.
The COVID-19 outbreak has compelled many universities to immediately switch to the online delivery of
lessons. Many instructors, however, have found developing effective online lessons in a very short
period of time very stressful and difficult. This study describes how we successfully addressed this crisis
by transforming two conventional flipped classes into fully online flipped classes with the help of a
cloud-based video conferencing app.As in a conventional flipped course, in a fully online flipped course
students are encouraged to complete online pre-class work. But unlike in the conventional flipped
approach, students do not subsequently meet face-to-face in physical classrooms, but rather online. This
study examines the effect of fully online flipped classrooms on student learning performance in two
stages. In Stage One, we explain how we drew on the 5E framework to design two conventional flipped
classes. The 5E framework consists of five phases—Engage, Explore, Explain, Elaborate, and Evaluate. In
Stage Two, we describe how we transformed the two conventional flipped classes into fully online
flipped classes. Quantitative analyses of students’ final course marks reveal that the participants in the
fully online flipped classes performed as effectively as participants in the conventional flipped learning
classes.(Khe Foon Hew, 2020).
In considering effectiveness, the author (C Dziuban, 2018) contend that BL coalesces around access,
success, and students’ perception of their learning environments. Success and withdrawal rates for face-
to-face and online courses are compared to those for BL as they interact with minority status.
Investigation of student perception about course excellence revealed the existence of robust if-then
decision rules for determining how students evaluate their educational experiences. Those rules were
independent of course modality, perceived content relevance, and expected grade. The authors
conclude that although blended learning preceded modern instructional technologies, its evolution will
be inextricably bound to contemporary information communication technologies that are approximating
some aspects of human thought processes.
Psychological behavior
JE Heimlich (2008),One view of environmental education suggests that its goal is to ‘develop a world
population that … has the knowledge, skills, attitudes, motivations and commitment to work individually
and collectively towards solutions of current problems and the prevention of new ones’ (UNESCO‐UNEP
1976). Embedded within this charge is the teaching of skills and motivations to implement skills, where a
skill refers to performance of an act acquired through extended practice and training (Ericsson and
Oliver 1995). However, it is often difficult to articulate clearly what skills we teach in conservation
education and environmental education focusing on behavior change or influence. It can be equally
challenging to describe the behaviors we are ultimately seeking, identified in the Tbilisi Declaration as
‘new patterns of behavior’ (UNESCO 1978). At a basic level, it is important to explore the grounding for
teaching toward behavior – often referred to as behavior change – that supports the work of the field.
This literature review attempts to provide a foundation for behavior‐related discussions in
environmental and conservation education. A number of the behavior theories, concepts and models
discussed in this review have been explored extensively elsewhere; therefore, this review is not
exhaustive, but rather is intended to be broadly representative of the literature.
X. Liu (2020), stated that a cluster of pneumonia cases were reported by Wuhan Municipal Health
Commission, China in December 2019. A novel coronavirus was eventually identified, and became the
COVID-19 epidemic that affected public health and life. They investigated the psychological status and
behavior changes of the general public in China from January 30 to February 3, 2020.Respondents were
recruited via social media (WeChat) and completed an online questionnaire. They used the State-Trait
Anxiety Inventory, Self-rating Depression Scale, and Symptom Checklist-90 to evaluate psychological
status. They also investigated respondents’ behavior changes. Quantitative data were analyzed by t-
tests or analysis of variance, and classified data were analyzed with chi-square tests.
N Schneiderman (2005) Stressors have a major influence upon mood, our sense of well-being, behavior,
and health. Acute stress responses in young, healthy individuals may be adaptive and typically do not
impose a health burden. However, if the threat is unremitting, particularly in older or unhealthy
individuals, the long-term effects of stressors can damage health. The relationship between psychosocial
stressors and disease is affected by the nature, number, and persistence of the stressors as well as by
the individual’s biological vulnerability (i.e., genetics, constitutional factors), psychosocial resources, and
learned patterns of coping. Psychosocial interventions have proven useful for treating stress-related
disorders and may influence the course of chronic diseases.
