Learning Management Systems Are Great But Can They Guarantee the Acceptability of Pure Online Classes in Post-Pandemic Scenario?

• Main Authors: Dueñas, Zaldy D., Rodriguez, Vintchiel R, Collado, Zaldy C.
• Format: text
• Published: Archīum Ateneo 2024
• Subjects: Covid-19 pandemic; Learning management systems (LMS); Online learning; Pure online classes; Technology acceptance model (TAM); Education; Online and Distance Education
• Online Access: https://archium.ateneo.edu/philo-faculty-pubs/102; https://doi.org/10.1007/s10671-024-09384-5
• Institution: Ateneo De Manila University

The study aims to determine whether the pleasing experience of learning management systems (LMS) during the pandemic can translate into the desirability of pure online classes even post-pandemic. Drawing from the insights of the Technology Acceptance Model, this qualitative study initially argues that student’s positive perceptions of the usefulness of LMS may lead them to favor the mainstreaming of pure online classes even after the COVID-19 pandemic. Through convenience participant-recruitment, the study involved 27 college students enrolled in different higher learning institutions in Metro Manila, Philippines. They were requested to provide narrative responses on the written interview form sent online. The qualitative data were then organized and subjected to thematic analysis. The results indicate three significant themes: the usefulness of LMS and its power to facilitate quality learning (and teaching), the acceptability or likability of LMS on account of its usefulness, and finally, that despite the LMS likability, it fails to translate into the acceptability of pure online classes in a post-pandemic scenario. Core findings suggest that the LMS cannot guarantee the acceptability of pure online classes in post-pandemic scenarios due to technical and material limitations (internet and other related costs), personal preferences in the learning setup, and specific course demand. Should such direction be pursued, improvement in information and communication technology infrastructures and subsidizing online education among poor students must be explored. The potential implications of the study extend to policy development, infrastructure improvement, financial support mechanisms, and a global perspective on the challenges and opportunities associated with the widespread acceptance of online education post-pandemic.