Graduate School Colloquium 2021

Students’ Online Learning Readiness and Internet

Connectivity: Bases for the Customization of QSU e-Aral
Jay Francis P. Yra1, Rodrigo H. Castillo, Jr.2, Romiro G. Bautista2*, Arben Gibson G. Camayang3, and Jamina G.
Camayang4
1-2
College of Information and Computing Sciences, Quirino State University, Philippines
3,5
College of Teacher Education, Quirino State University, Philippines
4
College of Health Sciences, Quirino State University, Philippines
*Corresponding author: romiro.bautista@qsu.edu.ph

Abstract. The declaration of pandemic due to CoViD-19 in March 2020 brought a radical change and shift of
instructional modalities in education towards online modality due to the non-contact policy of the Philippine government
as well as to the governing board of the Commission on Higher Education. Learning Management System involves
synchronous and asynchronous learning modalities that can be offered in online and offline modalities. In this regard, the
Quirino State University system tried to determine the online learning readiness of its students in its quest of customizing
a Learning Management System – the QSU e-Aral. Employing the survey of the Descriptive Research and
Developmental Research designs, the following are known: students at QSU are ready in going online classes except for
being focused and being able to manage their time in going online; albeit, most of them lack a-priori online activities;
students in QSU Maddela vouched inferior concordances in focusing themselves to online tasks and managing their time
when compared to their counterparts in Diffun and Cabarroguis; and students at QSU are burdened with computer and
internet rentals in cafes in their locality. Aptly, the proposed QSU e-Aral may be customized to have an offline and online
feature to suit best the readiness, needs, and financial capability of QSU students.
Keywords: Readiness, Online Learning, Learning Management System, QSUe-Aral.

1. Introduction attendance and performance through tests, and administer

quizzes, assignments, and surveys provides a platform to
The dawn of the 21st century is the threshold that leads create a forum for interaction between students and
educationists to divert from the traditional classroom teachers and between students also. Moreover, it is
initiatives to contemporary initiatives that make the designed for universities, colleges, K-12 schools, and even
classroom learning situations more dynamic. One of these individual instructors to utilize the benefits of web
initiatives is the introduction of online instructional technology as a supplement to traditional classrooms [8, 9,
delivery technique in promoting classroom efficacy [1-2]. 10]. However, the implementation of online
As the Philippines faces the new normal in the field of infrastructures in education is hampered by many factors,
education, the learners’ reliance to the facets of advanced e.g., online readiness of both faculty and students, internet
technology becomes a more dominant part of daily living resources, availability of laptops and gadgets in going
than ever before – no more face to face interaction with online, among others.
the learners, no more tangible learning materials as The crux is: Qurino State University has come up with
everything goes online. This sudden shift in the education an LMS known as QSU e-Aral since 2015 but only few
curriculum then requires a system to cater the needs of the uses it for instructional purposes as most prefer the
upcoming new normal students [3-4]. To many around the traditional face-to-face instruction. However, its purpose
world, going online in education is no longer an issue; was recalled when CoViD 19 pandemic engulfed the
however, it is an issue in the Philippines as many lack the locality. As the whole country turns its instructional
capacity and capability to go online especially in the tactics into online, QSU is still customizing its LMS due
countryside like Quirino and Quirino State University. to some restrictions, e.g. online readiness of students,
Accordingly, the Philippines ranks 12 on the top 20 economic aspects of going online, internet connectivity,
countries with the greatest number of internet users internet fee and rentals, among others. Hence, the
worldwide with exactly 79 million users which is 72% of readiness of the QSU students in going online needs to be
the country’s total population. On the number of hours determined in order to customize an LMS that will suit
spent online daily, as of 2019, the Philippines tops the best the needs and capability of its student-learners.
worldwide rank with 10 hours daily according to Business
Fibre. With the growing population of students among the
internet users along with the implementation of the new 2. Methodology
normal, online learning comes into action. Indeed,
There are two parts of the study: Part I centered on the
Learning Management System (LMS) becomes an
determinant of the online readiness of the students which
amplifier for knowledge acquisition in the new normal of
employed the Descriptive Research design as it tried to
education [5,6,7,8].
gather data at the time a phenomenon exists and Part II
Learning Management System provides teachers and
employed the Developmental Research which centered on
students with a powerful set of tools to create and manage
the development of a customized LMS based on the
courses, course content, course materials, track student
Graduate School Colloquium 2021
findings gathered in Part I. Moreover, Part I employed a know the basics of online chatting and posting some
validated questionnaire and was floated using an online insights in the social media like FB and IG.
survey platform, aired at the university website, and
shared via the official university’s Facebook (FB) page. Furthermore, the students lack personal online pages
Data were analyzed to come up with a customized LMS other than social media. They also lack knowledge on
(QSU e-Aral) based on the needs and capability of the using other communication tools in the online world.
students. Social media platforms like FB and IG are more
appealing to students as it is designed for easy usage
A total of 1,040 student-respondents participated in the and trend settings that gather younger users to stick to
survey who came from the three campuses of the it mainly for entertainment and chatting which foster
university: 427, 309, and 304, from Diffun, Cabarroguis, discussion thread [11].
and Maddela Campus, respectively. The number of
respondents was limited to the students who were The discussion threads used in FB and IG by the
available during the lockdown sometime in April 2020 as respondents as applied to and corroborated in online
many of them were living in the forest region where learning theories imply asynchronous online learning
internet connectivity is a problem. The survey instrument potentials. Students can go back and reread the
was crafted by the authors of the study and validated by discussions made on a certain topic. This impinges a
two researchers in the university. In the current study, the paced-collaborative learning between and among
questionnaire has reliability of .67 through Cronbach’s students as they proceed towards a community of
alpha. Data were analyzed using percent, mean, ANOVA, inquiry in the subject. As stipulated in the Online
and Scheffe Test for post hoc analysis. Learning Model of Anderson and Elloumi [12],
learning happens in a community of inquiry in a self-
paced cooperative learning. Learners interact with
3. Results and Discussion varied learning modalities of synchronous and
asynchronous activities of rich learning environment.
3.1 A-priori Online Activities of QSU Students This environment allows cooperative attainment of
the learning contents’ objectives and the development
Table 1. A-priori Online Activities of QSU Students of personal relationship among the student-learner
Descriptive participants.
A-priori Online Activities Mean
Interpretation
1 I am a social butterfly and Aptly, this phenomenon is construed that learning is
use social networks (e.g. FB, taking place from the direct and indirect online
2.811 Agree
Instagram (IG), among discussion through the use of questioning from the
others) acceptance, clarification, reflections of feelings,
2 I use synchronous chat tools reassurances, suggestions, persuasion, and advice
(e.g. Instant messaging, chat giving by the students. Furthermore, this phenomenon
2.533 Agree
rooms, IP telephony, among utilizes active-uncovering techniques of cause-effect
others) probing between and among students which will
3 I use messaging and result into a community of practice of learning – a
discussion tools (e.g. e-mail, 2.162 Disagree higher degree of independent learning among them
forums, ZOOM) [8, 12, 13].
4 I play online games or use
virtual worlds and talk to 3.2 Online Learning Readiness of QSU Students
other players (e.g. Mobile Strongly
1.696
Legends, World of War Disagree Table 2. General Online Learning Readiness of QSU
Craft, Battlefront 2, Sims Students
On-line, Second Life) Descriptive
Online Learning Readiness Mean
5 I have an online personal Interpretation
space other than a social 1. I am good at setting goals
Strongly 2.819 Agree
network (e.g. Web pages, 1.462 and deadline for myself
Disagree
blogs, triond team, among 2. I have a good reason in
2.696 Agree
others) taking an online course
6 I use other social and 3. I finish the projects I start 2.833 Agree
communication tools online Strongly 4. I do not quit just because
1.687 3.167 Agree
(e.g. Friends Reunited, Disagree things get difficult
snapchat, among others) 5. I easily learn fairly 2.773 Agree
Average 2.059 Disagree 6. I can keep myself on track
2.689 Agree
and on time
The results in the foregoing table show that the 7. I can learn from things that I
respondents have poor online activities as they just hear like lectures, audio 2.804 Agree
maintain accounts in FB, IG, and some other social recordings, or podcasts
media platforms. This implies that the respondents 8. I have to read something to
lack prior knowledge in going online as they just 3.099 Agree
learn it.
Graduate School Colloquium 2021
9. I learn best when I figure characteristic of online learner. Moreover, it could
3.080 Agree
things out for myself also be noted that the respondents display positive
10. I learn from the sharing of disposition on the item I learn from the sharing of
others like the thread of 3.089 Agree others like the thread of discussions. This manifests
discussions that they are ready, aware, and knowledgeable on
11. I am open and willing to positive aspect of online learning – that is, they can
send e-mails or to have reread the portions that they missed through the
2.700 Agree online thread [13, 8, 12, 6, 10].
discussions to people
online
12. I usually study in silent On the other hand, the respondent’s perplexities of
places where I can read and 3.114 Agree installing softwares, fixing their computer units,
work on tasks managing virus, among others may hamper their
13. I am willing to spend time future indulgences in going online.
2.611 Agree
on online activities
14. I plan works in advance so Table 3. Online Learning Readiness of QSU Students
that I can turn in my 2.710 Agree when grouped by Campus
assignments on time Descripti
F- p-
15. I am willing to use email Me ve Decis
val val
and other online tools to an Interpret ion
2.927 Agree ue ue
ask questions from my ation
classmates and instructors 1. I use Diffun 1.7 S. 2.0 . Failed
16. I am fairly good in using other 47 Disagree 25 13 to
2.627 Agree social Cabarro 1.6 S. 3 Rejec
computer
17. I am comfortable using the and guis 79 Disagree t Ho
2.771 Agree commu Maddel
internet
18. I am comfortable in nicatio a
conducting searches, n tools
2.657 Agree online
settling bookmarks, and
downloading files (e.g.
19. I am comfortable installing On-line 1.6 S.
software and changing dating, 05 Disagree
2.195 Disagree Friends
configuration settings on
my computer Reunite
d,
20. I know someone who can
among
help me fix my PC when I 2.234 Disagree
others)
get in trouble
2. I am Diffun 2.8 . . Failed
21. I have a printer Strongly Agree
1.634 good at 18 46 62 to
Disagree
setting Cabarro 2.8 6 7 Rejec
22. I am connected to the Agree
goals guis 36 t Ho
internet with a reliable
1.804 Disagree and Maddel
connection such as DSL or
deadlin a 2.7
any cable modem Agree
e for 79
23. I have virus protection
2.021 Disagree myself
software running on my PC
3. I have a Diffun 2.7 2.4 . Failed
24. I have headphones or Agree
really 30 31 08 to
speaker and a microphone
2.142 Disagree good Cabarro 2.6 8 Rejec
to use if a class has a Agree
reason guis 40 t Ho
videoconference
for Maddel
25. My browser enables me to
taking a
play several common 2.247 Disagree 2.7
an Agree
multimedia formats 56
online
Average 2.582 Agree course
4. I finish Diffun 2.8 2.5 . Failed
Presented in the foregoing table is the readiness of Agree
the 68 02 08 to
the QSU students in online learning. It can be projects Cabarro 2.8 2 Rejec
gleaned in the table that the respondents are most Agree
I start guis 41 t Ho
likely ready to go online. Results reveal a dichotomy
Maddel 2.7
of the respondents’ readiness: they are ready to go Agree
a 27
online using their laptops and mobile phones (smart
5. I do not Diffun 3.1 1.5 . Failed
phones) but they are not ready as to some devices Agree
quit 47 85 20 to
like printer, speakers, and browsers, among others.
just Cabarro 3.2 Agree 6 Rejec
because guis 08 t Ho
Firstly, the willingness of the respondents to spend
time on online activities indicates a good
Graduate School Colloquium 2021
Descripti Descripti
F- p- F- p-
Me ve Decis Me ve Decis
val val val val
an Interpret ion an Interpret ion
ue ue ue ue
ation ation
things Maddel g to Maddel
get a 3.1 send a
Agree
difficul 16 e-
t mails
6. I easily Diffun 2.8 2.5 . Failed or to
Agree 2.6
learn 20 57 07 to have Agree
51
fairly Cabarro 2.7 8 Rejec discus
Agree sions
guis 60 t Ho
Maddel 2.6 to
Agree people
a 92
7. I can Diffun 2.7 3.6 . Rejec online
Agree 13. I Diffun 3.0 . . Failed
keep 40 94 02 t Ho Agree
myself Cabarro 2.6 5* usuall 97 32 72 to
Agree y Cabarro 3.1 0 6 Rejec
on guis 84 Agree
track Maddel study guis 34 t Ho
2.5 in Maddel
and on a Agree
76 silent a
time
8. I can Diffun 2.8 . . Failed places
Agree where
learn 39 90 40 to
from Cabarro 2.7 5 5 Rejec I can 3.1
Agree Agree
things guis 76 t Ho read 05
that I Maddel and
hear a work
like on
lectures tasks
2.7 14. I am Diffun 2.6 1.4 . Failed
, audio Agree Agree
85 willin 55 50 23 to
recordi
ngs, or g to Cabarro 2.5 5 Rejec
Agree
podcast spend guis 68 t Ho
s time Maddel
9. I have Diffun 3.1 1.9 . Failed on a
Agree 2.6
to read 35 38 14 to online Agree
10
somethi Cabarro 3.0 5 Rejec activit
Agree ies
ng to guis 92 t Ho
learn it. Maddel 3.0 15. I plan Diffun 2.7 . . Failed
Agree Agree
a 29 works 38 64 52 to
10. I learn Diffun 3.1 1.8 . Failed in Cabarro 2.6 8 4 Rejec
Agree Agree
best 18 94 15 to advan guis 97 t Ho
when I Cabarro 3.0 1 Rejec ce so Maddel
Agree that I a
figure guis 69 t Ho
things Maddel can
3.0 turn in
out for a Agree 2.6
12 my Agree
myself 74
11. I learn Diffun 3.0 1.2 . Failed assign
Agree ments
from 61 87 28 to
the Cabarro 3.1 2 Rejec on
Agree time
sharin guis 25 t Ho
g of Maddel 16. I am Diffun 2.9 1.7 . Failed
Agree
others a willin 74 52 17 to
like g to Cabarro 2.9 Agree 4 Rejec
the 3.0 use guis 03 t Ho
Agree
thread 70
of
discus
sions
12. I am Diffun 2.7 . . Failed
Agree
open 26 66 51 to
and Cabarro 2.6 Agree 4 5 Rejec
willin guis 95 t Ho
Graduate School Colloquium 2021
Descripti Descripti
F- p- F- p-
Me ve Decis Me ve Decis
val val val val
an Interpret ion an Interpret ion
ue ue ue ue
ation ation
email Maddel ng Maddel 2.2 Disagree
and a softwa a 33
other re and
online changi
tools ng
to ask config
questi uratio
2.8
ons Agree n
72
from setting
my s on
classm my
ates compu
and ter
instruc 21. I Diffun 2.2 1.6 . Failed
Disagree
tors know 93 93 18 to
17. I am Diffun 2.5 3.9 . Rejec someo Cabarro 2.1 5 Rejec
Agree Disagree
fairly 89 84 01 t Ho ne guis 96 t Ho
good Cabarro 2.7 9* who Maddel
Agree
in guis 02 can a
using Maddel help
2.5
compu a Agree me fix
35 2.1
ter my PC Disagree
86
18. I am Diffun 2.7 2.7 .062 Failed when I
Agree
comfo 78 95 to get in
rtable Cabarro 2.8 Reject troubl
Agree e
using guis 13 Ho
the Maddel 22. I have Diffun1.6 S. . . Failed
2.6
intern a Agree a 36 Disagree 56 56 to
51
et printer Cabarro 1.6 S. 5 9 Rejec
19. I am Diffun 2.6 . . Failed guis 10 Disagree t Ho
Agree
comfo 60 30 73 to Maddel 1.6 S.
rtable Cabarro 2.6 6 6 Rejec a 92 Disagree
Agree
in guis 70 t Ho 23. I am Diffun 1.7 . . Failed
condu Maddel Disagree
conne 80 45 63 to
cting a cted to Cabarro 1.8 2 7 Rejec
search Disagree
the guis 34 t Ho
es, intern Maddel
settlin et with a
g 2.6 a
Agree
book 16 reliabl
marks, e
and conne
downl ction 1.7
oading Disagree
such 91
files as
20. I am Diffun 2.1 . . Failed DSL
Disagree
comfo 75 37 68 to or any
rtable Cabarro 2.1 Disagree 8 5 Rejec cable
installi guis 99 t Ho mode
m
24. I have Diffun 2.0 . . Failed
Disagree
virus 19 56 57 to
protec Cabarro 2.0 0 1 Rejec
Disagree
tion guis 48 t Ho
softwa Maddel
re a
1.9
runnin Disagree
59
g on
my PC
Graduate School Colloquium 2021
Descripti This implies that the respondents in Maddela need to
F- p-
Me ve Decis be exposed in using laptop computers.
val val
an Interpret ion
ue ue
ation The foregoing reservations of the respondents in
25. I have Diffun 2.1 . . Failed Maddela Campus may soon hamper their online
Disagree participations if the administration will fail to address
headp 49 74 47 to
hones Cabarro 2.1 0 7 Rejec it. It could be noted that one’s readiness in doing
Disagree something is a form of motivation [1]. However,
or guis 66 t Ho
speake Maddel human beings as potential learners possess instincts
r and a a which drive them to be up and going during a certain
micro call of action. Instinct, as contained in the Instinct
phone Theory of Motivation, is a goal-directed and innate
to use pattern of behaviors associated to learning or
2.0 experience. It is underscored that instinctive behavior
if a Disagree
64 includes perception, behavior, and emotion [14].
class
has a Furthermore, they need to make a choice in managing
videoc their learning activities in the new normal. Hence,
onfere students need to have a sound perception of the
nce current situation and employ adaptable behavior and
26. My Diffun 2.2 Failed emotions so they can adopt with the new normal.
Disagree Through this, they will be able to manage the call of
brows 34 . . to
er Cabarro 2.2 26 77 Rejec the new normal in education – online learning
Disagree modality.
enable guis 68 0 1 t Ho
s me Maddel
to play a It can be construed that QSU students, who are under
severa a new modality of teaching (online learning using the
l QSU e-Aral), are in a situation that calls for their
comm 2.2 competence, relatedness, and autonomy under the
Disagree Self-Regulation Theory. They should be driven the
on 27
multi need to grow and gain fulfillment in what they do so
media they would succeed and enjoy the new normal of
format education [15]. In this particular situation, students
s need to face the new normal of the teaching and
Average Diffun 2.5 1.1 . Failed learning for them to adopt and adapt mechanisms
Agree (autonomy) in responding to various activities that
Readiness 97 98 30 to
Cabarro 2.5 2 Rejec require social connections (relatedness) of the current
Agree learning situation. It must be noted that these tasks
guis 85 t Ho
Maddel 2.5 need to foster self-efficacy (competence).
Agree
a 39
3.3 Perceived Benefits of Online Learning as the New
In general, results show that the respondents in the Normal of Education
three campuses of QSU are ready in going online
yielding comparable results except for two items Table 4. General Perceived Benefits of Online
which state that I can keep myself on track and on Learning as the New Normal of Education
time and I am fairly good in using computer. Perceived Benefits of Online Descriptive
Mean
Learning Interpretation
The first item which states that I can keep myself on 1. Online instructional delivery
track and on time show that incomparable results are technique enables me to
yielded resulting to the rejection of the null participate in the discussion 2.117 Disagree
hypothesis. Post hoc results show that the respondents more frequently than
in Maddela Campus are inferior among the three traditional courses.
posting significant results between Diffun and 2. Online instructional delivery
Cabarroguis. This implies that the respondents in technique enables me to take
Maddela need to undergo lecture on time more researches than the 2.183 Disagree
management as they soon need to manage well their traditional classroom
time. They also need to be focused at all times as routine.
going online is a laborious task to do. 3. Online instructional delivery
technique develops my
The second item which states that I am fairly good in critical thinking abilities 2.081 Disagree
using computer also yielded incomparable results more than the traditional
resulting to the rejection of the null hypothesis. Post classroom routine.
hoc results show that the respondents in Maddela 4. I benefit in online
Campus are inferior among the three posting instructional delivery 2.054 Disagree
significant results between Cabarroguis and Diffun. technique.
Graduate School Colloquium 2021
Perceived Benefits of Online Descriptive foregoing concordances may be reconsidered in using
Mean
Learning Interpretation the full-blown LMS in the university.
5. I would like to have more
courses taught using online 3.4 Place of Internet Activities and Average Rentals
1.955 Disagree
instructional delivery
technique Table 5. Place of Internet Utilization and Average Rentals
Average 2.078 Disagree Mean Percent

The foregoing results show that the respondents Internet Cafes 739 70.52%
disagree with the perceived benefits of online
Home Internet 309 29.48%
learning. The disagreement among them manifests
their unwillingness to undergo the online instruction Average Rental in internet cafes = Php 78.00/day
and impinges barrier if and when the online modality
will be implemented in the university. or USD 1.53/day

The results also imply that there is a need to educate

the students on the technical aspects of the LMS that Results in the foregoing table show that majority of
QSU will employ. Perhaps, a recorded video on LMS the respondents do their online activities in internet
utilization may be done by the IT department. It also cafes and mostly pay internet and computer rentals of
implies that the IT department needs to customize the Php 78.00 a day. This means that majority of the
LMS based on their readiness. respondents find difficulty in going online and may
soon be burdened with computer rentals if classes will
The foregoing results are not only true in the case of all be conducted via online modality.
QSU system. In the case of Indonesia, India, and
Nepal, it was stated that there exist some cultural 3.5 Features of the Proposed Learning Management
barriers in education as they were also shocked in the System for QSU System
sudden shift in education. The aforementioned
countries, like the case of the Philippines, are The QSU e-Aral has the following features:
confronted with connectivity issues in internet 1. Cross platform. It can be used either
particularly in their countryside. Students from these windows, mac, Linux.
areas are also threatened with the belief that going 2. Interface. It is designed in weekly format
online is less beneficial as they are unable to close the (topics) interface.
learning gap on going online [9, 16, 17]. 3. Calendar. It allows a participant to enter
events and schedules (User, Course, and
In the light of the Online Collaborative Theory, Site). Showing of upcoming events,
learners tend to pass through three phases: idea assignments etc., and recent activity in the
gathering, idea organization, and intellectual course is also enabled.
convergence. Initially, students in a haphazard 4. Editing and Student View. The EDIT view
environment of online learning and teaching like the allows the teacher to add content, edit
sudden shift in online education are in a maze of content, add activities and resources,
difficulties of closing the gap of the traditional face- rearrange content, and “hide” content from
to-face and the online modality. Henceforth, the two students.
initial phases may not be favorable to many which 5. Chat/chat collaborations/discussion. This
could lead to some discomforts that could threaten the creates chat that promotes peer tutoring.
success of online learning [4, 18]. Moreover, the Chat feature in Moodle will
facilitate real time conversations between
Apparently, the shift in our educative processes to and among users. Students and instructors
online classes is not as it sounds to be a swift solution can communicate synchronously and
to the problems of the current pandemic as it is also asynchronously.
confronted with problems on delivery, faculty and 6. Forum. A Forum is a posting area where
staff expertise, and student engagement. Digital students can create, contribute, and discuss a
pedagogies and internet infrastructures should come topic with comments (bulletin board or
along with the opportunities to rethink that online discussion). Students can reflect, collaborate,
teaching and learning carries the pedagogical and participate more
possibilities on the purposes of education without 7. Blog. Students can write projects, reports,
leaving behind any potential learner who is at the reflection, journals, and reviews.
middle of daunting internet infrastructures [2, 6, 7, 10 8. Lessons/Reading materials. Reading
16, 18]. materials contains lectures, reports, e-books,
and various other materials for the course. It
In the current study, QSU’s online learning modality can also post a link of sites and videos from
is not yet well-customized and is not yet well- any streaming sites with sharing capabilities.
implemented with some faculty members who are not 9. Papers and Projects. Students can submit or
well-versed in executing its learning tools. The upload papers or projects.
Graduate School Colloquium 2021
10. QUIZ tool. It creates a quiz or an exam. their respective homes. When done, students may
Assessment of the students through test and connect to the internet and submit the same using
quizzes. Test types, essay, short answer, the auto sync function of the system. In this
Identification, true or false, matching manner, the expenses of the students will be
questions, multiple choice, as well as lowered and their frequency in going to the city
randomized questions and answer or municipal proper will be diminished;
11. Quiz Information and Grades 3. Since the students at QSU are burdened with
12. Grade book. Automated computation of computer and internet rentals in cafes in their
grades and inputs will directly go to the class locality, the management may come into
record and grade sheet. agreement with the local government units in the
13. Workshops. This manages assignments and province for a free Wi-Fi so they may join online
other enrichment activities. classes; and
14. Journal. The Journal feature will allow every 4. Modular instruction may be implemented to
student can create a personal journal and some areas that are not covered with internet
only the instructor can view. connectivity.
15. Wiki/Glossary. The Glossary feature in
Moodle acts as a definition, study guides,
scripts, group presentation References
16. Assignments module. Assignment can be
viewed online or downloaded. students can [1] Bovermann, K., Weidlich, J. & Bastiaens, T. (2018).
upload files for their assignment. Instructor Online learning readiness and attitudes towards
can attach feedback gaming in gamified online learning – a mixed
17. Reports User activity. Reports User activity methods case study. International Journal of
on Moodle can be monitored using the Logs Educational Technology in Higher Education 15, 27
option. [2] Bhaumik, R. & Priyadarshini, A. (2020). E-readiness
of senior secondary school learners to online learning
transition amid COVID-19 lockdown. Asian Journal
4. Conclusion of Distance Education, 15(1), 244-256.
[3] Bautista, R.G. (2012). Reconstructing classroom
Based on the results of the study, the following are instruction through online instructional delivery
drawn: technique. Journal of Education and Practice, 3(9),
1. Students at QSU lack a-priori online activities; 104-111.
2. Students at QSU are ready in going online classes [4] Harasim, L. (2012). Learning Theory and Online
except for being focused and being able to Technologies. New York, N.Y.: Routledge Press
manage their time in going online;
3. Students in QSU Maddela vouched inferior [5] 1998 World Declaration on Higher Education for the
concordances in focusing themselves to online 21st Century: Vision and Action, and framework for
tasks and managing their time when compared to Priority Action for Change and Development in
their counterparts in Diffun and Cabarroguis; Higher Education. October 9, 1998.
4. Students at QSU are burdened with computer and [6] Patrick, S. (2011). New Learning Models: The
internet rentals in cafes in their locality; and Evolution of Online Learning into Innovative K–12
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Graduate School Colloquium 2021
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