E-Learning Effectiveness as Inputs for a Learning Management System Framework and Policy

This study focused on the evaluation of a web-based virtual classroom initially piloted in one state college in the Philippines, with the aim of crafting an institutional framework policy for a Learning Management System for the College. A modified Web-based Learning Environment Instrument (WEBLEI) was used to gather data quantitatively on students’ and teachers’ observations on effectiveness. It measured the respondent’s observations across four (4) scales which include Access, Interaction, Response and Results, using a 5-point Likert scale from students and teachers’ responses. A sample of five (5) teachers and 132 students, who participated in the pilot implementation of the web-based virtual classroom during the previous school year comprised the respondents. Results showed that both students and teachers moderately agreed that the web-based virtual classroom was convenient and accessible, interactions were evident. Lessons became more interesting and kept them focused on their lesson. Weak internet connection is one of the issues raised by the respondents on the implementation which hindered the optimal utilization of the system. Documents analyses, as well as inputs from the evaluation, were used to come up with an institutional system framework and policy adapting the E-learning framework of Kahn. The LMS Policy includes the following aspects: (1) Rationale and Objectives, (2) Design and Development, (3) Management and Usage, (4) Guidelines of Use (5) Monitoring and Evaluation and (6) Effectivity. For more effective implementation, blended learning as a teaching-learning strategy should be widely disseminated to all faculty and students. The impact on student’s learning may also be planned after two or three years of implementation to measure its significant contribution students’ performance.

Keywords – Blended Learning, Google classroom. Web-based Virtual Classroom