The COVID-19 pandemic brought an education crisis that forced schools to abruptly shift to online distance learning. Regardless of the challenges in this migration, the teaching–learning process should continue. Self-regulated learning skills are essential in learning in an online environment; hence, the study aims to explore learners’ perception in an online learning environment, self-regulated learning skills, and academic achievement during a research methods course. Perception on the online learning environment, self-regulated learning skills, and academic achievement were collected periodically throughout the online course. The analysis included repeated measures of ANOVA to examine the trends between periods of measurement. A linear regression analysis was used to determine the impact of perception on the online learning environment to self-regulated learning. Results of repeated measures of ANOVA suggest a subtle decrease in the perception of the online learning environment at the start of the course. Still, ratings consistently increased viewing online distance learning the same with pre-quarantine set-up. On the other hand, self-regulated learning remained virtually the same throughout the implementation of research methods online course. A rise in the learning playlist scores has been observed at the start of the research methods course, but scores began to decline at the latter phases of the course. Results of regression analysis imply the influence of perception on the online learning environment on self-regulated learning skills. However, perception does not affect learners’ academic achievement. The study recommends using strategies to further develop perseverance in adjusting to online learning amid initial setbacks. Also, interventions specific to improving learners’ self-regulated learning skills are highly recommended.
Shifting to online distance learning due to the COVID-19 pandemic challenged educators' roles as instructional materials designers. This study aimed to examine the students' acceptance of the teacher-designed e-learning tool called Google Forms-based Lesson Playlist (GF-LP) in a home-based online distance learning environment. This quantitative research analyzed 570 responses from Grades 11 and 12 students at a private school in the Philippines using the partial least squares-structural equation modeling. Results showed that perceived self-efficacy and system quality strongly affect the users' perceived ease of use while perceived ease of use highly influenced the students' perceived usefulness of GF-LP. Facilitating conditions do not affect the users' attitudes towards using the e-learning tool, which confirmed the effective utilization of GF-LP in online distance learning. The relationships between the original constructs of the Technology Acceptance Model (TAM) were also presented. This study recommends the use of GF-LP or its features for remote learning.
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