Related Legal Bases

Republic Act No. 10533, an act enhancing the Philippines Basic Education

System by strengthening its curriculum and increasing the number of years for Basic

education, appropriating funds therefor and for other purposes. Section 7 Teacher

Education and Training. To ensure that the enhanced basic education program meets the

demand for quality teachers, and school leaders, the DepEd and the CHED, in

government, academe, industry, and nongovernmental organizations, shall conduct

teacher education and training programs, as specified: (a) In-service Training on Content

and Pedagogy – Current DepEd teachers shall be retrained to meet the content and

performance standards of the new K to 12 curriculum. The DepEd shall ensure that

private education institution shall be given the opportunity to avail of such training, (b)

Training of New Teachers – New graduates of the current Teacher Education curriculum

shall undergo additional training, upon hiring, to upgrade their skills to the content

standards of the new curriculum. Furthermore, the CHED, in coordination with the

DepEd and relevant stakeholders, shall ensure that the Teacher Education curriculum

offered in these Teacher Education Institutes (TELs) will meet necessary quality

standards for new teachers. Duly recognize organizations acting as TELs, in coordination

with the DepEd, the CHED, and other relevant stakeholders, shall ensure that the

curriculum of these organizations meet the necessary of quality standards for trained

teachers, (c) Training of School Leadership – superintendents, principals, subject area

coordinators and other instructional school leaders shall likewise undergo workshop and

training to enhance their skills on their role as academic, administrative and community

leaders. Henceforth, such professional development programs as those stated above shall
be initiated and conducted regularly throughout the school year to ensure constant

upgrading of teacher skills.

Related literature

E-learning system are considerably changing education and organizational

training. With the advancement of online-based learning system, learner control over

instructional process has emerged as a decisive factor in technology-based forms of

learning. E-learning has become an increasingly popular learning approach in higher

educational institutions due to the rapid growth of internet technologies. Use of

information and communication technology to enhance and facilitate teaching and

learning is called E-learning. According to Rogers (2008). In this modern age E-learning

has a competitive advantage and many universities have implemented it and this has

impacts on student’s performance or GPA. However, still there are other universities and

academic institutions that use very low interactive E-learning which is not enough to

contribute to the performance of the students. In contrary to that, other higher institutions

use highly interactive E-learning which directly impact and improve the student’s

performance. According to Fisser and felliccione (2001) developments in information

and communication technologies (ICTs) have impacted all sectors of society, including

the education sector. In higher education, application of ICTs in form of e-learning is

already changing teaching and learning processes. There are many pedagogical and

socio-economic factors that have driven higher learning institutions to adopt e-learning.

These include greater information access; greater communication via electronic facilities;

synchronous learning; increased cooperation and collaboration, cost-effectiveness (e.g.

by reaching different students and in greater numbers) and pedagogical improvement

through simulations, Virtual experiences, and graphic representations. Both trainers and

learners can choose more appropriate applications which are flexible in time, in place,

personalized, reusable, adapted to specific domains and more cost-efficient. Use of

electronic media, information and communication technology in education is called E-

learning. According to Pei-Chen sun and Hsing Kenny Cheng, the rapid development of

computer and internet technologies has made e-learning become an important learning

method. There has been a considerable increase in the needs for multimedia instructional

material in e-learning recently as such content has been shown to attract a learner

attention and interests. According to Erik M. Van Raaij and Jeroen J.L Schepers, (2008),

the individual acceptance and use of new technologies has been studied extensively over

the last two decades. Especially the technology acceptance model (TAM) and its

successor TMA2 have received a lot of attention. First, the technology studied is an e-

learning system, also known as a virtual learning environment (VLE). VLSs are designed

for supporting and improving the individual study process.

In recent years e-learning has been the subjects of many researches, Keller &

Suzuki (2004) studied on Learner motivation and e-learning design; the results of their

empirical studies have approved the validity of their model for the systematic design of

motivationally enhanced instruction in E-learning settings with regard to diminishing

drop-out rates and other positive motivational results. Schaer, Roizard, Christmann &

Lemaitres’ (2006) study deals with using an e-learning course at ENSIC in France. The

results of their study demonstrate that this new teaching does not decrease the time of

teaching but encourages more active learning, moreover a better understanding of

technology for students to proceed with their own ability. According to Green (1999), In
the last few decades with the use of internet, email, multimedia technology and

intelligence tutoring system on campus the Computer Assisted Learning (CAL) system

become so popular. According to a survey it is recorded that majority of college

professors use email to communicate with their students and one-third of college courses

utilize CAL technology. Similarly, according to the report of jones in 2002, that majority

of the college and university student own computers and wireless devices and use internet

to enhance their learning experience and to save time. With the passage of time the use of

internet is increasing rapidly that’s why the training and learning institutions have

devoted great efforts and large sum of money to develop e-learning progress for use

because it saves our time and increase our skills. (Chiu, Sun, et al., 2007). The students

involved in higher education through distance learning need a venue to connect and

actively engage with other member of the class, who they often have never met in person,

and activities in distance education courses need to allow for students to apply their

learning to authentic educational contexts, (Correia & Davis, 2008). E-learning is

expanding especially in the sphere of distance education and corporate training” (Prucha,

2003), Or a later definition: “E-learning can be understood as an educational process,

using information and communication technologies to create training, to distribute

learning content, communication between students and teachers and for management of

studies” (Wagner, 2005). E-learning challenges the traditional ways of training and

learning, and provides new solutions for problems. For instance, the role of teachers is

probably changing from importers of knowledge to expeditors of knowledge (Haverila &

Barkhi, 2009). And it can be a very good learning practice that can exceed the education

you may experience in a crowded classroom. It's self-paced, active learning (Obringer,
2002). And also, E-learning contains different types of educational tools in learning and

educating. E-learning has the same meaning with “technology-enhanced learning (TEL),

computer-based instruction (CBI), computer-based training (CBT), computer-assisted

instruction or computer-aided instruction (CAI), internet-based training (IBT), web-based

training (WBT), online education, virtual education, virtual learning environments (VLE)

(which are also called learning platforms), m-learning, and digital educational

collaboration (E-learning, 2013). E-learning can refer to different learning settings. In this

paper we use e-learning to allude to almost any learning environment in which electronic

media, like computers, are utilized as a piece of an educational delivery system.

Related Studies

According to Smith (2009) stated that e-learning is among the most recent types

of education systems that has been attracted the attention of the education in the world.

According to Araste et al. (2014), Draghici et al (2014), and Mustea et al (2014); e-

learning is the method which allows people especially students to take course from home

or anywhere as he/she can access the internet, among other platforms such as peer-to-

peer, client-server, and web service. Moravec et al. (2015) mentioned that there are

several studies which are looking at how e-learning tools affect the result of students such

as Fatih Baris and Tosun (2013) who described the influence of using e-learning in the

education process at the high school and conclude the positive influence of this tool on

students. In additional, the e-learning platforms allowed users to access through

information on the personal computers while mobile e-learning (M-learning) allowing

users to access through mobile device (Zamfiroiu and Sbora, 2014; Masa’deh et al., 2015;

Almajali et al., 2016). However, the success of an e-learning system depends on the
understanding of certain antecedent factors that influence the student’s acceptance and

usage of such e-learning system. This study aims to provide a discussion of the current e-

learning environments including their characteristics, limitations, advantages, and the

major factors that affect the acceptance of such technologies. It is conclude that a

successful e-learning system should consider the personal, social, cultural, technologies,

organizational, and environmental factors. According to Wilson & Cole, (1996), an

important goal of instructional e-learning is to devise materials for, and methods of,

instruction that maximize the chance that learning is both straightforward for the learner

and effective in its outcome. By “straightforward for the learner”, we mean that as far as

possible the complexity of what is to be learner is minimized. By “effective in its

outcome” we mean that is learned develops the schemata to structure and encode what is

learned so that when faced with future problems they are able to deal with them correctly

and with minimal effort. E-learning, one of the tools emerged from information

technology, has been integrated in many universities education programs, shifting from

traditional way of education to electronic environment. It has not emerged in one night

but can be considered as a revolutionary process that is start with generation of

computers. Attitudes concerning e-learning, echoed by scholarly and academic reviews,

range from neutral to positive. On one hand, it is noted that e-learning is at least as

effective as traditional instructional strategies (Rosenberg, Grad and Matear, 2003).

2001). On the other hand, many reviews go further, reflecting a principally positive

attitude towards the impact of e-learning (Mayer, 2003).

In these days internet and computer has become a major part of our daily life.

Sharing our views ideas and our lives by using internet with other people, has change a
lot in the way we work, study and spend our free time. The decision to write this research

paper relating to observe and find effect of e-learning means computer and internet on

students, (koistinen. n.d). According to Ahmad Fawaz Alzaghoul, “Delivery of education

including the activities of instruction, teaching, learning and assessment through various

electronic media is called Elearning. E-learning helps the learner to get knowledge at a

distance through internet. E-learning enables people to learn at any time and at any place,

for this we need a computer and an internet connection”. The development of new

technologies in communications leads to new approaches to the educational process. E-

learning is a new concept that designates a specific way of distance learning training. E-

learning is a term that designates a learning process that relies on the use of computers as

source of information and access to knowledge. The term e-learning is synonymous with

the E-learning, online education, online education, web education, distance learning, etc.

E-learning and distance learning are not quite the same thing but are different. The basic

thing that distinguishes distance education is the physical separation of the students from

the teacher/instructor and the class room. E-learning, nonetheless, is considered to be as

part of the classroom environment from the beginning. The early use of computers and

ICT were geared to support the classroom instructional methods. Gradually, as more and

more personal computers became available, the thought of online classes was

investigated and explored by some pioneering Colleges and Universities. The early

endeavors at distance education were hampered by resistance from traditionalist within

the education field (Heeger, 2007). Although the e-learning term and tools do exist for

over a decade, the educational research field has not given enough attention to the study

of student motivation under the effect of e-learning. E-learning has grown in significance
as an educational tool just like technology has developed and progressed over the years.

Interestingly, there have been more efforts at advancing technology than on attempting to

understand the needs and learning styles of individual learners and instructional design.

The 21st century has seen rapid progress with such things as the Internet and online

learning. The increased use of e-learning among educational institutions has led to a

change in higher education. According to findings, there has been a rise of about 12-14

percent annually in enrolment for online learning over a five year period: 2004-2009 after

secondary education . One of the main reasons for this is it gives students' greater access

to education in comparison to traditional methods of teaching as students can undertake

their study from anywhere and at any time as well as being given the option to study part-

time or full-time . E-learning has transformed the educational sector by enabling students

to share information and data in a relatively easy way. Yengina, Karahocab, Karahocab,

& Yücelb, (2010), studied about the roles of teachers in e-learning, in their paper a model

of teachers’ role in the e-learning system has been discussed, According to the model

they provide pathways for teachers to make online courses that involve students into e-

learning more successfully. Mateo et al. (2010) believed Technologies and especially

information and communication technologies (ICT) are obstacle breaking in the existing

social scenario and their use is becoming crucial for any skilled person, and their scope of

use is becoming especially widespread in education due to the existence of

communication out of the class through e-learning devices. Universities, which have an

innovative role in instruction, are utilizing ICT-based approaches to adjust their learning

methodology. In their study, they provide a model where students from first-world

universities get ready and adjust course contents for use in educational institutions in
developing countries. The finding of Evaluation of E-learning program versus traditional

lecture instruction shows Lack of computer skills of students affects their abilities to

communicate effectively with the instructor and failed to participate in a variety of online

communication methods. Students in the study group were pleased with the e-learning

program as a teaching method, but they did not want to take another e-learning program

except if they had computer and Internet at home (Abdelaziz, Kamel, Karam, &

Abdelrahman, 2011). The role of readiness factors in E-learning showed that

organizational readiness factors have a very imperative effect on E-Learning results; Also

teachers’ motivation and education are the critical factors in E-Learning (Keramati,

Afshari-Mofrad, & Kamrani, 2011). Results about use of e-learning to enhance medical

students’ understanding showed that most of students were optimistic about the learning

experience (O’Neill et al., 2011). E-learning can refer to different learning settings, In

this paper we use e-learning to allude to almost any learning environment in which

electronic media, like computers, are utilized as a piece of an educational delivery

system. Wan, Wang, & Haggerty (2008) in their study believed that having experience

with ICT and virtual competence were two important elements that affected e-learning

and had a positive influence on its results, They tested their hypotheses on a sample of

383 students partaking in online courses, Their findings approved the effect of virtual

capability and exposed a nuanced mechanism by which experiences with ICT influenced

e-learning results. Payne et al. (2009) investigated whether an e-learning approach which

utilizes constructivist principles can be effectively used to train staffs in a highly

specialized skill thought to need expert individuals and extensive prolonged training,

Lastly their study displayed that workplace learners can be better assisted by e-learning
settings rather than routine training as they let asynchronous learning and private study

which are valued by staffs who have other requests on their time and are more relaxed

getting tuition privately. Paechter & Maier (2010) studied about Austrian students’

favorite aspects of e-learning courses that enable them for learning and about the time

students choose online or face-to-face learning, the result of their study showed that

Students chose online learning because of providing an obvious structure of learning

material and they chose face-to-face learning for communication goals in which a shared

comprehension has to be extracted. Lawa, Lee, Yu (2010) believed that computer

programming skills create one of the main proficiencies.