Online learning is a 21st-century learning innovation because it takes advantage of communication, multimedia, and knowledge transmission without the constraints of geography and time. The use of online learning is highly beneficial to the learning process. LMS (learning management system) is used in the online learning system to improve teaching quality by controlling the courses offered to students. Teachers in online learning have a critical role in the success or failure of the system. The quality of the information provided, the interaction in learning, and student happiness during lectures are all affected by their capacity to construct learning content in LMS.
As essential LMS users who play a critical part in the success of online learning, teachers must be prepared to provide online learning content and be able to integrate technology to ensure e-learning success. The term “readiness” in online learning refers to how users are prepared to apply their online learning experience in a learning management system (LMS). Online learning readiness has been studied extensively in Australia, Indonesia, Hong Kong, Malaysia, Taiwan, Turkey, and the United States.
The World Economic Forum classified 142 nations based on their readiness for e-learning in terms of infrastructure and cost; as a result, universities in Barbados, Jamaica, and Trinidad were placed 51st, 62nd, and 43rd, respectively. This score reflects some features of online learning preparedness, but it does not represent the entire educational landscape. As a result, further study is needed to assess the effectiveness of online learning. Researchers have recently looked at the preparedness of mathematics students for online learning, particularly in Indonesia.
Their findings revealed that the four components of online learning preparedness, communication, and technological competence scored higher than the other two components, namely online course qualities, and time management. We can see that students perceive technical proficiency as an essential component in their willingness to learn online.
Student readiness for online learning differs significantly from instructor readiness for online teaching. However, the study’s findings on the vital components of students in online education should be taken into account by teachers as they prepare to teach online. Teachers’ technical preparedness has been assessed based on their technical abilities and pedagogical training in the use of LMS. There is a particular need for more study on teacher preparedness for online learning based on other dimensions, such as the completeness of teacher-developed course material and the extent of teacher confidence.
By: Mrs. Rowena C. Calpo|Master Teacher I| Old Cabalan Integrated School|Olongapo City
