Teacher’s Accomplishment Level of The Components of an E-Learning Module: A Basis for Teacher Training and E-Module Quality Standard Development

This study determined the extent to which teachers in a private institution in La Trinidad, Benguet, Philippines have accomplished the essential components of an E-learning module, and identified the factors that influenced their level of accomplishment of these components. This study used mixed method explanatory sequential design. Total enumeration was used to determine the population of respondents who were full-time tertiary teachers. Out of the thirty-six full-time teachers, twenty-eight teachers responded and answered the self-assessment survey questionnaire for the quantitative phase, while seven of them who were selected using purposive sampling were interviewed for the qualitative part. Descriptive statistics using weighted mean was used to analyze quantitative data while descriptive approach using thematic analysis for the qualitative data. Quantitative descriptive analysis revealed that the teachers’ overall accomplishment level of the criteria for a quality E-learning module is partial/moderate (2.68 overall weighted mean/WM). Specifically, the teachers partially accomplished the following components of the E-learning module: instructional design (2.84 WM); communication, interaction, and collaboration (2.85 WM); student evaluation and assessment (2.89 WM); instructional materials and technologies (2.75 WM); and accessibility (2.66 WM) while slightly accomplished the components: learner support and resources (2.21 WM), and course evaluation (2.24 WM). For the qualitative descriptive inquiry, absence of capacity-building training in making E-learning module; lack of awareness of the school services, learner support, and resources sites; lack of time; lack of systemic approach to developing an online module; non-consistency of instructions; and amotivation and lack of enthusiasm emerged as factors that influence the teachers’ level of accomplishment of the parts of an E-learning module. The results show that the E-learning modules have fallen short of strict quality standards attributable to certain dire circumstances. This study thus recommends that the institution may adopt or develop its online module criteria to guide the teachers as well as the institution in writing or designing their online modules, and may conduct training in E-module design for teachers.