Embracing e-learning in a higher education institution in the Philippines

Although online learning plays an increasingly significant role in education, this learning strategy cannot be fully implemented unless resources, the efficacy of key players, and the intention to use the modality are given utmost attention. In this context, this study was conceptualized to identify the readiness of higher education students in terms of technology resources, technology self-efficacy, and willingness to embrace online learning, utilizing descriptive-correlational research design. A survey was conducted among systematically and randomly sampled students in a higher education institution, which included both sexes and various year levels from its three campuses, to gain a better grasp of the current situation of the university. An expert-validated and reliability-tested survey questionnaire was used to gather data. Findings revealed that cellular phones were widely used; cellular data was the data connection source of the majority; the Internet was mainly described at moderate speed; and blended learning was preferred by many. Weak correlations existed between available gadgets, Internet speed, and learning modality preference, with a willingness to embrace e-learning. Technology efficacy was positively and moderately correlated with willingness to embrace online learning. Thus, one’s desire to embrace online learning was greatly influenced by his effectiveness in using technologies. With this, students’ technology self-efficacy should be considered an essential factor in implementing online learning in the University while considering other variables. Should online learning be implemented, students must be disciplined and directed towards active learning. At the same time, teachers require professional development in using this technology to take advantage of the benefits of online learning.