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All Journal Journal of Education and Learning (EduLearn)
Arante, Ramil Bontilao
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Humanities Education Library & Information Science Social Sciences Other

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Adequacy and functionality of information and communication technology infrastructure: its online learning implications Arante, Ramil Bontilao; Bascon, Daisy Jane
Journal of Education and Learning (EduLearn) Vol 19, No 3: August 2025
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v19i3.22336

Abstract

This study investigates the adequacy and functionality of information and communication technology (ICT) infrastructure for online learning in a Philippine Higher Education Institution (PHEI), particularly in the context of Caraga State University Cabadbaran Campus (CSUCC). Faculty perceptions were gathered through surveys to assess various aspects of the infrastructure, including computer labs, internet connectivity, software applications, learning materials, and communication tools. The findings reveal that while the overall ICT infrastructure is perceived as generally functional, significant improvements are needed, particularly in internet connectivity, which was rated as inadequate and less functional. Faculty also expressed concerns about the quality and availability of online learning materials. Positive aspects were identified in video conferencing tools and backup power supply, although inconsistencies exist in the latter. The study recommends substantial investments in improving internet infrastructure and software upgrading. Additionally, it emphasizes the need to develop high-quality online learning materials and ensure compatibility and faculty training on relevant software applications. Addressing these critical areas can create a more robust and supportive ICT infrastructure for compelling online learning experiences in Higher Education Institutions (HEIs).
Unveiling the online assessment journey: a deep dive into learners’ experiences Arante, Ramil Bontilao; Peñaloza, Rena O.; Flores, Marjorie Diane C.; Adrales, Joshua A.; Dapulang, Lord James M.
Journal of Education and Learning (EduLearn) Vol 20, No 1: February 2026
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v20i1.22947

Abstract

The surge of online assessment methods, driven by technological advancements and evolving student needs, has significantly reshaped the educational landscape. This study explores the intricacies of online assessment from the learners’ perspective. Utilizing a qualitative approach, the research digs into the varied experiences of learners navigating this innovative assessment terrain. Through in-depth interviews and thematic analysis, the study unpacks learners’ challenges, opportunities, and nuanced perspectives, ranging from technological proficiency and adaptability to the design of assessments and feedback mechanisms. Additionally, the research investigates the socio-emotional impact of online assessment, examining issues of equity, engagement, and motivation within virtual learning environments. Findings reveal that while online assessments offer flexibility and convenience, they also present significant challenges. Participants reported difficulties with internet connectivity, technical glitches, and a lack of robust authentication measures, which can facilitate cheating. In conclusion, the study underscores concerns about equity, as students with limited access to technology or stable internet connections may be disadvantaged. To optimize online assessment practices, educators, policymakers, and instructional designers must prioritize accessibility, security, and the development of authentic and engaging assessments that foster student learning and well-being.
Co-Authors Adrales, Joshua A. Bascon, Daisy Jane Dapulang, Lord James M. Flores, Marjorie Diane C. Peñaloza, Rena O.