## 2 Literature Review
### Online Learning in EA  
This subsection attempts to describe the difference between e-learning and online learning, the latter's current state in EA and other developing countries in general. It also talks about Synchronous Online Interactive Education (SOIE), its understanding and current state in developing countries.  
Online learning refers to getting the learning experience by using the Internet. The learners must use some techniques such as online talking software tools to get this studying experience. However, e-learning refers to a form of learning where the students take a course from the teacher without physically visiting an actual classroom with him. Both of them (students and teachers) communicate and learn the courses online even if they are on the same premise. Mostly, e-learning is performed in a classroom or an online setting [52].  
From the last decade, the EA higher education sector continued to narrow the gap between online courses and the long-established face-to-face course style. [PERSON] and [PERSON] [9] indicate that despite the scarcity of infrastructure, the number of students taking online courses has continued to increase since 2010. [PERSON] [53] mentions that there are a few differences between online learning and face-to-face teaching style environments. She stated that the constructivist online learning environment could reproduce the same interactions of learner-to-learner, teacher-learner, and learner with the course content. In a survey conducted by [PERSON] et al. [12] in EA, students responded that the performance of online courses relies on improving dialogue, writing, and critical thinking in a way that is not available in many face-to-face classrooms. For those who are often quiet and shy students, compared to the more extroverted and outgoing students who lead the classroom conversations, face-to-face teaching is hard to make the students feel comfortable and perform well. Unlike participation in a large classroom, online discussion allows them to talk freely, without literally talking in front of a peer group.  
[PERSON], [PERSON], and [PERSON] [54] found SOIE as an effective online learning method. SOIE differs from face-to-face instruction and asynchronous online learning because it contains bidirectional real-time video/audio components. [PERSON] et al. [54] also stated that 86% of instructors agreed or strongly agreed that social interactions from SOIE are productive and the dynamic learning feature, active discussion, immediate feedback, and a personal familiarity that the learner can only get through that real-time interaction are significantly meaningful. Moreover, their research revealed that the \"good\" experience depends largely on the ease of use of the technology, the degree of skills, and the ready-to-use teachers. Continuance of participation in discussions and detailed expectations facilitate the student's comprehension of their role in leading the course [55].  
When asked about the efficacy of the SOIE, the students point out that the teacher's effectiveness in real-time synchronization courses depends more on the teacher's help rather than the design of the course or program. [PERSON] et al.'s [54] study also indicates that the students' evaluations of courses using the SOIE method are positive. The most convincing and compelling evidence was revealed during their research that appeared in the students' assessment. Specifically, of the levels 1-5, where one (1) is the lowest and five (5) is the highest, the average of the overall experience given by the students is 4.24. Students, in particular, singled out that learning by using the SOIE method encourages the students-teachers contact, and strengthens the cooperation among the students as SOIE positive attributes. Currently, many developing countries do not accommodate the necessary infrastructures to take advantage of learning by using SOIE.