Challenges of Flexible Learning to Trainers and Trainees in Diploma Programs: Basis for Enhanced Learning Management System (LMS)
DOI:
https://doi.org/10.65339/ijsis.V1.I2.103Keywords:
Competency-Based Education, Enhanced Learning Management System, Flexible Learning, Institutional Support, Socio-Economic Challenges, Technical Vocational Education and Training, Technology AcceptanceAbstract
This study examined the instructional, technological, organizational, socio-economic, and psychological challenges encountered by trainers and trainees in implementing flexible learning in the diploma programs of Zamboanga Sibugay Polytechnic Institute (ZSPI), providing an empirical basis for an Enhanced Learning Management System (LMS). The study was anchored in the Technology Acceptance Model (TAM), Technological Pedagogical Content Knowledge (TPACK) Framework, Diffusion of Innovations (DOI) Theory, and Input-Process-Output (IPO) Model. A quantitative descriptive research design and total enumeration sampling were employed, involving 25 trainers and 100 trainees during Academic Year 2020–2021. Data were collected using a researcher-developed questionnaire with a Cronbach’s alpha of 0.89 and analyzed using frequency, percentage, weighted mean, independent samples t-test, and one-way ANOVA at the 0.05 significance level. Trainers experienced a High overall level of challenges (WM = 3.51), particularly in combined distance and face-to-face learning (WM = 3.75) and organizational implementation (WM = 3.62), while trainees experienced Moderate overall challenges (WM = 3.15) across instructional, technological, socio-economic, and psychological dimensions. Trainer age did not significantly differentiate experienced challenges. Trainees’ socio-economic status significantly differentiated online-learning (p = .038) and socio-economic challenges (p = .045), whereas distance from school and ICT device did not produce significant differences. The study recommends strengthening ICT infrastructure, technical and learner support, professional development, competency-based instruction, and LMS functionality. The study aligns with SDG 4 (Quality Education), SDG 8 (Decent Work and Economic Growth), SDG 9 (Industry, Innovation and Infrastructure), and SDG 10 (Reduced Inequalities). Its sustainability impact encompasses educational, technological, socio-economic, community, and institutional sustainability by supporting accessible, resilient, competency-based flexible TVET and sustained institutional improvement.
References
Ashraf, M. A., Mollah, S., Perveen, S., Shabnam, N., & Nahar, L. (2022). Pedagogical applications, prospects, and challenges of blended learning in Chinese higher education: A systematic review. Frontiers in Psychology, 12, 772322. https://doi.org/10.3389/fpsyg.2021.772322 DOI: https://doi.org/10.3389/fpsyg.2021.772322
Cavus, N., Omonayajo, B., & Mutizwa, M. R. (2022). Technology Acceptance Model and Learning Management Systems: Systematic literature review. International Journal of Interactive Mobile Technologies, 16(23), 109–124. https://doi.org/10.3991/ijim.v16i23.36223 DOI: https://doi.org/10.3991/ijim.v16i23.36223
Creswell, J. W., & Creswell, J. D. (2023). Research design: Qualitative, quantitative, and mixed methods approaches (6th ed.). SAGE Publications.
International Labour Organization. (2022). Skills development and lifelong learning: Resource guide for workers’ organizations. International Labour Organization.
Meng, W., Yu, L., Liu, C., Pan, N., Pang, X., & Zhu, Y. (2024). A systematic review of the effectiveness of online learning in higher education during the COVID-19 pandemic period. Frontiers in Education, 8, 1334153. https://doi.org/10.3389/feduc.2023.1334153 DOI: https://doi.org/10.3389/feduc.2023.1334153
National Privacy Commission. (2024). NPC Circular No. 2024-01: Amendments to certain provisions of the 2021 Rules of Procedure of the National Privacy Commission. https://privacy.gov.ph/wp-content/uploads/2024/05/2023-compendium-2.pdf
Ndibalema, P. (2022). Constraints of transition to online distance learning in Higher Education Institutions during COVID-19 in developing countries: A systematic review. E-Learning and Digital Media, 19(6), 595–618. https://doi.org/10.1177/20427530221107510 DOI: https://doi.org/10.1177/20427530221107510
OECD. (2023). OECD Digital Education Outlook 2023: Towards an effective digital education ecosystem. OECD Publishing. https://doi.org/10.1787/c74f03de-en DOI: https://doi.org/10.1787/c74f03de-en
Schmid, M., Brianza, E., Mok, S. Y., & Petko, D. (2024). Running in circles: A systematic review of reviews on technological pedagogical content knowledge (TPACK). Computers & Education, 214, 105024. https://doi.org/10.1016/j.compedu.2024.105024 DOI: https://doi.org/10.1016/j.compedu.2024.105024
Technical Education and Skills Development Authority. (2022). TESDA Circular No. 021, s. 2022: Policy guidelines on the utilization of the multi-regional TESDA Online Program in flexible learning delivery in TVET. TESDA.
Technical Education and Skills Development Authority. (2024). The Philippine TVET trainer qualifications framework 2024. TESDA
UNESCO-UNEVOC. (2022). Trends mapping study: Digital skills development in TVET teacher training. UNESCO-UNEVOC International Centre.
UNESCO. (2023). Global education monitoring report 2023: Technology in education—A tool on whose terms? UNESCO.
Valverde-Berrocoso, J., Acevedo-Borrega, J., & Cerezo-Pizarro, M. (2022). Educational technology and student performance: A systematic review. Frontiers in Education, 7, 916502. https://doi.org/10.3389/feduc.2022.916502 DOI: https://doi.org/10.3389/feduc.2022.916502
Wohlfart, O., & Wagner, I. (2023). Teachers’ role in digitalizing education: An umbrella review. Educational Technology Research and Development, 71, 339–365. https://doi.org/10.1007/s11423-022-10166-0 DOI: https://doi.org/10.1007/s11423-022-10166-0
Xu, T., & Wang, H. (2023). High prevalence of anxiety, depression, and stress among remote learning students during the COVID-19 pandemic: Evidence from a meta-analysis. Frontiers in Psychology, 13, 1103925. i DOI: https://doi.org/10.3389/fpsyg.2022.1103925
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Elma E. Gajosta, Dr. Bashiruddin A. Ajihil, Jenny Rose E. Jimlani, LPT (Author)
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors retain copyright and grant the journal the right of first publication. All articles are published under the Creative Commons Attribution 4.0 International (CC BY 4.0) License. This license permits use, sharing, adaptation, distribution, and reproduction in any medium or format, including for commercial purposes, provided that appropriate credit is given to the original author(s) and the journal, a link to the license is provided, and any changes made are indicated.
