Main Article Content
Abstract
The purpose of this study was to identify the professors' e-readiness competencies in implementing online classes in terms of course design, course communication, time management, and technical competence. Also, it aimed to determine the students' perception towards the online class in terms of instructional design and delivery on students, teacher roles on students, and class organization and format. Pure descriptive analysis was used in analyzing the data, such as mean and percentage distribution. Both adapted and adopted survey questionnaires were used to address this research's problem, and these were distributed to the respondents either via online and phone call. Results showed that the senior high school department professors were good enough to use online platforms with an overall mean of 1.76, which implies that most of them are technically sound. Students have agreed that their professors are satisfied with instructional design and delivery, teacher roles, and class organization and format. The overall mean of 3.60 of students' perception towards online class implies that students have perceived their teacher's teaching way amidst pandemics is still promoting students' desire to learn, which engaged them to become more interactive in various activities. Because there are observable few numbers that can be seen in the results indicating that the teachers are not proficient enough in digital literacy, it is highly recommended to get the respondents' demographic profile in terms of age and training attended about computer literacy. It is also recommended that the professors' e-readiness be correlated to students' perception of the online class.
Keywords
Article Details

This work is licensed under a Creative Commons Attribution 4.0 International License.
References
- Adams, J., Ngampornchai, A., (2016). Students' Acceptance and Readiness for E-learning in Northeastern Thailand, International Journal of Educational Technology in Higher Education, 13(34), 1-13. https://doi.org/10.1186/s41239-016-0034-x
- Anderson, T. (2008). The Theory and Practice of Online Learning. Athabasca University Press. Retrieved from http://biblioteca.ucv.cl/site/colecciones/manuales_u/99Z_Anderson_2008-Theory_and_Practice_of_Online_Learning.pdf
- Atkinson, R. C., & Shiffrin, R. M. (1968). Human Memory: A Proposed System and its Control Processes, in W. K. Estes and G. H. Bower in K. W. Spence & J. T. Spence (Eds.), Psychology of Learning and Motivation, 2, pp. 89–195). Academic Press. https://doi.org/10.1016/S0079-7421(08)60422-3
- Azis, Y. M., Suharyati, H., & Susanti, S. (2019). Student's Experience of E-Learning, Learning Process and Perceived Learning Outcomes In Economic Math Course. JHSS (Journal of Humanities and Social Studies), 3(2), 67–71. https://doi.org/10.33751/jhss.v3i2.1458
- Bawane, J., and Spector, J. M. (2009). Prioritization of Online Instructor Roles: Implications for Competency-Based Teacher Education Programs. Distance Education, 30(3), 383–397. Retrieved from https://www.researchgate.net/publication/233341885_Prioritization_of_online_instructor_roles_Implications_for_competency-based_teacher_education_programs
- Darab, B., & Montazer, Gh. A. (2011). An eclectic model for assessing e-learning readiness in the Iranian universities. Computers & Education, 56(3), 900–910. https://doi.org/10.1016/j.compedu.2010.11.002
- David, R., Pellini, A., Jordan, K., and Phillips, T. (2020). Education during the COVID-19 Crisis Opportunities and Constraints of Using EdTech in Low-Income Countries, Policy Brief, April 2020, Retrieved from https://edtechhub.org/wp-content/uploads/2020/04/education-during-covid-19-crisis.pdf
- Easton, S. S. (2003). Clarifying the Instructor's Role in Online Distance Learning. Communication Education, 52(2), 87–105. Retrieved from https://www.tandfonline.com/doi/abs/10.1080/03634520302470
- Fedynich, L. V. (2013). Teaching beyond the Classroom Walls: The Pros and Cons of Cyber Learning. Journal of Instructional Pedagogies, 13. Retrieved from https://eric.ed.gov/?id=EJ1060090
- Holsapple, C. W., & Lee‐Post, A. (2006). Defining, Assessing, and Promoting E-Learning Success: An Information Systems Perspective*. Decision Sciences Journal of Innovative Education, 4(1), 67–85. https://doi.org/10.1111/j.1540-4609.2006.00102.x
- Hung, M.-L. (2016). Teacher readiness for online learning: Scale development and teacher perceptions. Computers & Education, 94, 120–133. https://doi.org/10.1016/j.compedu.2015.11.012
- Hung, W.-H., Chang, L.-M., Lin, C.-P., & Hsiao, C.-H. (2014). E-readiness of website acceptance and implementation in SMEs. Computers in Human Behavior, 40, 44–55. https://doi.org/10.1016/j.chb.2014.07.046
- Keramati, A., Afshari-Mofrad, M., & Kamrani, A. (2011). The role of readiness factors in E-learning outcomes: An empirical study. Computers & Education, 57(3), 1919–1929. https://doi.org/10.1016/j.compedu.2011.04.005
- Kim, J., Kwon, Y., & Cho, D. (2011). Investigating Factors that Influence Social-Presence and Learning Outcomes in Distance Higher Education. Computers and Education, 57(2), 1512-1520. Retrieved from https://www.researchgate.net/publication/220141008_The_role_of_readiness_factors_in_E-learning_outcomes_An_empirical_study
- Ko, S., & Rossen, S. (2017). Teaching Online: A practical guide. Oxon: Routledge. Retrieved from https://www.routledge.com/Teaching-Online-A-Practical-Guide/Ko-Rossen/p/book/9780415832434
- Kumar, D. (2010). Pros and Cons of Online Education. Manuscript, North Carolina State University. Retrieved from https://www.ies.ncsu.edu/resources/white-papers/pros-and-cons-of-online-education/
- Larbi-Apau, J. A., & Moseley, J. L. (2012). Computer Attitude of Teaching Faculty: Implications for Technology-Based Performance in Higher Education. Journal of Information Technology Education: Research, 11(1), 221–233. Retrieved from http://www.jite.org/documents/Vol11/JITEv11p221-233Larbi1120.pdf
- Martin, F., Budhrani, K., & Wang, C. (2019). Examining Faculty Perception of Their Readiness to Teach Online. Online Learning, 23(3), 97–119. Retrieved from https://files.eric.ed.gov/fulltext/EJ1228799.pdf
- McGill, T., Klobas, J., & Renzi, S. (2011). LMS Use and Instructor Performance: The Role of Task-Technology Fit. International Journal on E-Learning, 10(1), 43–62. Retrieved from https://researchrepository.murdoch.edu.au/id/eprint/12296/1/LMS_Use_and_Instructor_Performance.pdf
- Motaghian, H., Hassanzadeh, A., & Moghadam, D. K. (2013). Factors affecting university instructors' adoption of web-based learning systems: Case study of Iran. Computers & Education, 61, 158–167. https://doi.org/10.1016/j.compedu.2012.09.016
- Panda, S., & Mishra, S. (2007). E‐Learning in a Mega Open University: Faculty attitude, barriers and motivators. Educational Media International, 44(4), 323–338. https://doi.org/10.1080/09523980701680854
- Pagliari, L., Batts, D., & McFadden, C. (2009). Desired Versus Actual Training for Online Instructors in Community Colleges. Retrieved from http://thescholarship.ecu.edu/handle/10342/2176
- Ramij, M. G., & Sultana, A. (2020). Preparedness of Online Classes in Developing Countries amid COVID-19 Outbreak: A Perspective from Bangladesh (SSRN Scholarly Paper ID 3638718). Social Science Research Network. Retrieved from https://doi.org/10.2139/ssrn.3638718
- Smith, C., Hoderi, M., & Mcdermott, W. (2019). A Preliminary Study of Students Perception and Learning from different delivery methods, Academy of Educational Leadership Journal, 23(2), Retrieved from https://www.abacademies.org/articles/a-preliminary-studyof- students-perception-and-learning-from-different-delivery-methods-8235.html
- Sorcinelli, M. D., and Austin, A. E. (2006). Developing Faculty for New Roles and Changing Expectations. Effective Practices for Academic Leaders, 1(11), 1–16. Retrieved from https://lib.uwaterloo.ca/edocs/documents/EFFECTIVE_PRACTICES_JOURNALS/STYLUS_SPEP_1_11/STYLUS_SPEP_1_11/1GW080L9N3TKKCA1.pdf
- Sultana, A. and Ramiz, Md., (2020). Preparedness of Online Classes in Developing Countries Amid Covid-19 Outbreak: A Perspective from Bangladesh. Department of Banking and Insurance, University of Dhaka. Retrieved from https://zenodo.org/record/3978758
- Summak, M. S., Bağlıbel, M., & Samancıoğlu, M. (2010). Technology readiness of primary school teachers: A case study in Turkey. Procedia - Social and Behavioral Sciences, 2(2), 2671–2675. https://doi.org/10.1016/j.sbspro.2010.03.393