<![CDATA[Purpose This study evaluates the implementation of online practice-based learning in Desktop Programming and Computer Network courses within a distance learning Information Systems program to address instructional bottlenecks and improve graduate workforce readiness. Design/methodology/approach Utilizing a mixed-methods descriptive evaluative framework grounded in the Context-Input-Process-Product-Outcome (CIPPO) model, data were gathered from undergraduate students and online learning facilitators. Data collection instruments comprised a validated Likert-scale questionnaire, learning management system interaction analytics, and semi-structured interviews. Findings Evaluations revealed policy dissemination gaps, software accessibility constraints, and tutor responsiveness delays. While students experienced greater challenges completing Desktop Programming tasks, performance in Computer Networks remained strong. Active peer collaboration and interactive forum participation significantly enhanced student self-efficacy in resolving workplace technical issues. Practical implications The findings offer strategic guidance for modernizing technical curricula toward cloud and mobile computing, conducting tutor e-moderation training, and integrating learning analytics with automated motivational nudges to reduce non-completion rates. Originality/value This study provides a novel, comprehensive multi-dimensional evaluation applying the CIPPO framework to distance information technology laboratory instruction, directly bridging empirical course evaluation with fourth industrial revolution competency demands.]]>
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