Vol. 2 No. 3 (2023): December Special Issue of The QUEST: Journal of Multidisciplinary Research and Development
Articles

Extent of Online Platform Utilization of the School of Industrial Technology Faculty Members

  • Mark Lester Cunanan
Mark Lester Cunanan
GLORIA
DOI: https://doi.org/10.60008/thequest.v2i3.129

Published 12/30/2023

Keywords

  • Online learning platform,
  • Network and internet connectivity,
  • Connectivity assistance

How to Cite

Cunanan, M. L. (2023). Extent of Online Platform Utilization of the School of Industrial Technology Faculty Members. The QUEST: Journal of Multidisciplinary Research and Development, 2(3). https://doi.org/10.60008/thequest.v2i3.129

Copyright (c) 2023 The QUEST: Journal of Multidisciplinary Research and Development

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

Abstract

This study delved into identifying the most frequently used online learning platform of ASCOT-School of Industrial Technology  (SInT) along with their motivation for usage and challenges faced. The respondents were all 24 SInT faculty members, comprising 15 males and nine (9) females, respectively. The study used a survey questionnaire carried out through Google Forms. Results show that Google Meet is the most frequently used online learning platform by SInT faculty members, followed by Facebook (Messenger and Groups), Google Classroom, Zoom, and YouTube, respectively. Accessibility was revealed to be the most important reason considered in the use of online learning platforms, while issues with stable and limited network and internet connectivity are the most salient concerns. From the results of this study, it is recommended to: a) sustain plans and programs intended for connectivity assistance (financial or devise-wise) for students and faculty members; b) integrate efficient online measures in the transition to full face-to-face classes; c) strengthen locally developed (ASCOT or SInT-based) digital programs that would cater to the specific needs and challenges of the community; and d) equip faculty members with digital competency through skills training and workshops on computer and technology.

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