Level of Competence of Faculty Members Among the State Universities and Colleges (SUCs) in Region III on Fexible Learning
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Dec 26, 2025
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Abstract
This quantitative descriptive survey determined the level of competence of faculty members of State Universities and Colleges on flexible learning in Central Luzon. Using non-probabilityconvenience sampling, 120 faculty members responded to the survey through Google Forms. A survey-questionnaire determined level of competence of the faculty to confidently teach flexible learning. SPSS version 23 software was used to compute data needed. Results revealed that majority of the faculty are female aged 31-40 years old designated as instructor with 1-5 years of teaching experience. Having 1-3 number of trainings on flexible learning, having laptop and webcam, internet connectivity and implement blended learning. The findings indicated that faculty members demonstrated a commendable level of competence in delivering instruction through flexible learning modalities, specifically in the domains of instructional course planning and development, instructional communication, instructional schedules and workload, and technological proficiency.
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References
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Bassoppo-Moyo, T.C. (2006). Evaluating eLearning: A front-end, process and post hoc approach. International Journal of Instructional Media, 33(1), 7-23.
Bates, A.W. (2015). Teaching in a digital age: Guidelines for designing teaching and learning. Tony Bates Associates Ltd.
Bawane, J., & Spector, J.M. (2009). Prioritization of online instructor roles: implications for competency‐based teacher education programs. Distance education, 30(3), 383-397.
Bigatel, P.M., Ragan, L.C., Kennan, S., May, J., & Redmond, B.F. (2012). The identification of competencies for online teaching success. Journal of Asynchronous Learning Networks, 16(1), 59-77.
Biggs, J., & Tang, C. (2007). Teaching for quality learning at university. Open University Press.
Briggs, B. (2018, December 28). Education under attack and battered by natural disasters in 2018. Theirworld. https://theirworld.org/news/education-under-attack-in-2018-conflictsnaturaldisasters
Budhrani, K., Jokiaho, A., Martin, F., Moore, R.L., & Wang, C. (2019). Professional development support for the online instructor: Perspectives of US and German instructors. Online journal of distance learning administration, 22(3).
Byham-Gray, L. Brody, R., Tatum, C., O'SullivanMaillet, J., & Touger-Decker, R. (2008). Perceived needs for graduate level clinical nutrition education for registered dietitians. Topics in clinical nutrition, 23(4), 320-332.
Cassidy, A., Fu, G., Valley, W., Lomas, C., Jovel, E., & Riseman, A. (2016). Flexible Learning Strategies in First through Fourth-Year Courses. Collected essays on learning and teaching, 9, 83-94.
De Grave, W., Zanting, A., Mansvelder-Longayroux, D.D., & Molenaar, W.M. (2014). Workshops and seminars: enhancing effectiveness. Faculty Development in the Health Professions: A Focus on Research and Practice, 181-195.
De La Salle University (2020b). Coping with Challenges and Learning during the Enhanced Community Quarantine Period. https://www.dlsu.edu.ph/2nd-term-faqs/
Denis, B., Watland, P., Pirotte, S., & Verday, N. (2004, April). Roles and competencies of the e-tutor. In Networked Learning Conference 2004.
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Essien, E.E., Akpan, O.E., & Obot, I.M. (2016). The Influence of In-Service Training, Seminars and Workshops Attendance by Social Studies Teachers on Academic Performance of Students in Junior Secondary Schools In Cross River State, Nigeria. Journal of Education and practice, 7(22), 31-35.
Etikan, I., Musa, S. A., & Alkassim, R. S. (2016). Comparison of convenience sampling and purposive sampling. American journal of theoretical and applied statistics, 5(1), 1-4.
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Fedina, N.V., Burmykina, I.V., Zvezda, L.M., Pikalova, O.S., Skudnev, D.M., & Voronin, I.V. (2017). Study of Educators’ and Parents’ Readiness to Implement Distance Learning Technologies in Preschool Education in Russia. Eurasia Journal of Mathematics, Science and Technology Education, 13(12), 8415-8428.
Garrison, D.R., Anderson, T., & Archer, W. (2001). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2(2-3), 87-105.
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Gould, H., Marshall, H., Yung-Hsiang, F., & Fermin, E.A. (2020). Reimagining equitable access: challenges and opportunities in online teaching and learning. In Education Future Mini Conference: Higher Education Partnerships Webinar Series: Reimagining the future of UK-East Asia Higher Education Partnerships.
Guasch, T., Alvarez, I., & Espasa, A. (2010). University teacher competencies in a virtual teaching/learning environment: Analysis of a teacher training experience. Teaching and Teacher Education, 26(2), 199-206.
Gul, R., Tahir, I. U., & Batool, T. (2021). Impact of teachers’ workload on their time management skills at university level. Indian Journal of Economics and Business, 20(3), 819-829.
Higher Education Academy. (2015). Framework for flexible learning in higher education. https://www.heacademy.ac.uk/system/files/downloads/flexible-learning-in-HE.pdf
Horizon Report. (2015). The 2015 horizon report: Higher education edition. The New Media Consortium.
Irwin, C.W., & Stafford, E.T. (2016). Survey Methods for Educators: Collaborative Survey Development (Part 1 of 3). REL 2016-163. Regional Educational Laboratory Northeast & Islands.
Joaquin, J.J. B., Biana, H.T., & Dacela, M.A. (2020). The Philippine higher education sector in the time of COVID-19. Frontiers in Education (p. 208). Frontiers.
Ko, S., & Rossen, S. (2010). Teaching online: A practical guide. Routledge.
Lee, J. (2015). Flexible learning in higher education: What role do communications play? The International Journal of Educational Management, 29(4), 532-548.
Limperos, A.M., Buckner, M.M., Kaufmann, R., & Frisby, B.N. (2015). Online teaching and technological affordances: An experimental investigation into the impact of modality and clarity on perceived and actual learning. Computers & Education, 83, 1-9.
Li, K.C., & Wong, B.Y.Y. (2018). Revisiting the definitions and implementation of flexible learning. Innovations in open and flexible education, 3-13.
Liu, X., Rios, A., & Yildirim, I. (2017). Online learning in higher education: The influence of the internet and technology on student engagement and learning. Educational Technology & Society, 20(3), 100-110.
Macalde, R. (2020). Presentation of Dr. Robertino Macalde during the CHED-SEAMEO Joint Webinar on May 12, 2020. https://chedro3.ched.gov.ph/wp-content/uploads/2020/10/CMO-No.4-s.-2020-Guidelines-on-the-Implementationof-Flexible-Learning.pdf
MacLean, P., & Scott, B. (2011). Competencies for learning design: A review of the literature and a proposed framework. British Journal of Educational Technology, 42(4), 557-572.
Magsambol, B. (2020). No student left behind? During pandemic, education ‘only for those who can afford’. Rappler. https://rappler.com/newsbreak/indepth/education-only-for-peoplewho-can-afford-coronavirus-pandemic.
Mandal, S. (2018). The competencies of the modern teacher. International Journal of Research in Engineering, Science and Management, 1(10), 351-360.
Masry-Herzalah, A., & Dor-Haim, P. (2022). Teachers’ technological competence and success in online teaching during the COVID-19 crisis: The moderating role of resistance to change. International Journal of Educational Management, 36(1), 1-13.
Martin, F., Budhrani, K., & Wang, C. (2019). Examining Faculty Perception of Their Readiness to Teach Online. Online Learning, 23(3), 97-119.
Martin, F., Wang, C., Jokiaho, A., May, B., & Grübmeyer, S. (2019). Examining Faculty Readiness to Teach Online: A Comparison of US and German Educators. European Journal of Open, Distance and E-learning, 22(1), 53-69.
McCombes, S. (2019). How to write a research proposal.
Miertschin, S.L., Goodson, C.E., & Stewart, B.L. (2015). Time management skills and student performance in online courses. In 2015 ASEE Annual Conference & Exposition (pp. 26-1585).
Moore, M.G. (2013). Handbook of distance education (3rd Ed.). Routledge.
Moshki, M., Noghabi, A.D., Darabi, F., Palangi, H.S., & Bahri, N. (2016). The effect of educational programs based on the theory of planned behavior on parental supervision in students’ television watching. Medical Journal of the Islamic Republic of Iran, 30, 406.
Neng, S.L., & Cheo, N. (2022). The effect of teachers’ participation in seminars on their teaching effectiveness in secondary schools in Tubah Sub Division. Procedia of Philosophical and Pedagogical Sciences, 178-191.
Parrocha, A. (2020). HEIs May Hold Limited Face-to-face Classes in MGCQ Areas. Quezon City, PH: Philippine News Agency.
Randall, F.A. (2001). Factor analysis of online instruction self-efficacy using the Tennessee online instruction survey. The University of Tennessee.
Rollnick, S., Mason, P., & Butler, C. (2001). Health behavior change: A guide for practitioners. Edinburgh, UK: Churchill Livingstone.
Siemens, G. (2005). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology and Distance Learning, 2(1), 3-10.
Skramstad, E., Schlosser, C., & Orellana, A. (2012). Teaching presence and communication timeliness in asynchronous online courses. Quarterly Review of Distance Education, 13(3), 183.
Spector, J.M., & De la Teja, I. (2001). Competencies for online teaching. ERIC Clearinghouse on Information & Technology, Syracuse University.
Trung, T., Hoang, A.D., Nguyen, T.T., Dinh, V.H., Nguyen, Y.C., & Pham, H.H. (2020). Dataset of Vietnamese student's learning habits during COVID-19. Data in brief, 30, 105682.
Tschannen-Moran, M., Hoy, A. W., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of educational research, 68(2), 202-248.
University of the Philippines - College of Education (2020). Education Resilience and Learning Continuity Plan. Quezon City, PH: University of the Philippines - College of Education.
University of Santo Tomas. (2020). Institutional Continuity Plan during Extended and Post-ECQ. Manila, PH: University of Santo Tomas.
Williamson, B., Eynon, R., & Potter, J. (2020). Pandemic politics, pedagogies and practices: digital technologies and distance education during the coronavirus emergency.
Wiske, M. S., Sick, M., & Wirsig, S. (2001). New technologies to support teaching for understanding. International Journal of Educational Research, 35(5), 483-501.
Yamin, M., & Syahrir, S. (2020). Pembangunan pendidikan merdeka belajar (telaah metode pembelajaran). Jurnal Ilmiah Mandala Education, 6(1).
Ahmmed, S., Saha, J., & Tamal, M.A. (2022). Effectiveness of Need-Based Teacher’s Training Program to Enhance Online Teaching Quality. Education Research International.
Anderson, T. (2008). The theory and practice of online learning. Athabasca University Press.
Balakrishnan, P. (2020). Education in the age of COVID-19: Educational responses from four Southeast Asian countries. Int. Stud. Educ. Adm, 48, 102-108.
Bandura, A. (1977). Self-efficacy: toward a unifying theory of behavioral change. Psychological review, 84(2), 191.
Bassoppo-Moyo, T.C. (2006). Evaluating eLearning: A front-end, process and post hoc approach. International Journal of Instructional Media, 33(1), 7-23.
Bates, A.W. (2015). Teaching in a digital age: Guidelines for designing teaching and learning. Tony Bates Associates Ltd.
Bawane, J., & Spector, J.M. (2009). Prioritization of online instructor roles: implications for competency‐based teacher education programs. Distance education, 30(3), 383-397.
Bigatel, P.M., Ragan, L.C., Kennan, S., May, J., & Redmond, B.F. (2012). The identification of competencies for online teaching success. Journal of Asynchronous Learning Networks, 16(1), 59-77.
Biggs, J., & Tang, C. (2007). Teaching for quality learning at university. Open University Press.
Briggs, B. (2018, December 28). Education under attack and battered by natural disasters in 2018. Theirworld. https://theirworld.org/news/education-under-attack-in-2018-conflictsnaturaldisasters
Budhrani, K., Jokiaho, A., Martin, F., Moore, R.L., & Wang, C. (2019). Professional development support for the online instructor: Perspectives of US and German instructors. Online journal of distance learning administration, 22(3).
Byham-Gray, L. Brody, R., Tatum, C., O'SullivanMaillet, J., & Touger-Decker, R. (2008). Perceived needs for graduate level clinical nutrition education for registered dietitians. Topics in clinical nutrition, 23(4), 320-332.
Cassidy, A., Fu, G., Valley, W., Lomas, C., Jovel, E., & Riseman, A. (2016). Flexible Learning Strategies in First through Fourth-Year Courses. Collected essays on learning and teaching, 9, 83-94.
De Grave, W., Zanting, A., Mansvelder-Longayroux, D.D., & Molenaar, W.M. (2014). Workshops and seminars: enhancing effectiveness. Faculty Development in the Health Professions: A Focus on Research and Practice, 181-195.
De La Salle University (2020b). Coping with Challenges and Learning during the Enhanced Community Quarantine Period. https://www.dlsu.edu.ph/2nd-term-faqs/
Denis, B., Watland, P., Pirotte, S., & Verday, N. (2004, April). Roles and competencies of the e-tutor. In Networked Learning Conference 2004.
De Vera, P.E. (2020). Presentation of CHED Chairman J. Prospero E. De Vera, III to the 36th Inter-Agency Task Force on Emerging Infectious Diseases on May 13, 2020. https://chedro3.ched.gov.ph/wp-content/uploads/2020/10/CMO-No.4-s.-2020-Guidelines-on-the-Implementationof-Flexible-Learning.pdf
Espiritu, J.L. (2016). Cultivating an e-learning culture. Presented at the National Conference on Technology in Education, SMX Mall of Asia, Manila, Philippines.
Essien, E.E., Akpan, O.E., & Obot, I.M. (2016). The Influence of In-Service Training, Seminars and Workshops Attendance by Social Studies Teachers on Academic Performance of Students in Junior Secondary Schools In Cross River State, Nigeria. Journal of Education and practice, 7(22), 31-35.
Etikan, I., Musa, S. A., & Alkassim, R. S. (2016). Comparison of convenience sampling and purposive sampling. American journal of theoretical and applied statistics, 5(1), 1-4.
Farmer, H., & Ramsdale, J. (2016). Teaching competencies for the online environment. Canadian Journal of Learning and Technology/ La revue canadienne de l’apprentissage et de la technologie, 42(3).
Fedina, N.V., Burmykina, I.V., Zvezda, L.M., Pikalova, O.S., Skudnev, D.M., & Voronin, I.V. (2017). Study of Educators’ and Parents’ Readiness to Implement Distance Learning Technologies in Preschool Education in Russia. Eurasia Journal of Mathematics, Science and Technology Education, 13(12), 8415-8428.
Garrison, D.R., Anderson, T., & Archer, W. (2001). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2(2-3), 87-105.
Global Coalition to Attack. (2018). Protect Education Education under from attack 2018. Protectingeducation. http://www.protectingeducation.org/sites/default/files/documents/eua_2018_full.pdf
Gikandi, J.W., Morrow, D., & Davis, N.E. (2011). Online formative assessment in higher education: A review of the literature. Computers & Education, 57(4), 2333-2351.
Gould, H., Marshall, H., Yung-Hsiang, F., & Fermin, E.A. (2020). Reimagining equitable access: challenges and opportunities in online teaching and learning. In Education Future Mini Conference: Higher Education Partnerships Webinar Series: Reimagining the future of UK-East Asia Higher Education Partnerships.
Guasch, T., Alvarez, I., & Espasa, A. (2010). University teacher competencies in a virtual teaching/learning environment: Analysis of a teacher training experience. Teaching and Teacher Education, 26(2), 199-206.
Gul, R., Tahir, I. U., & Batool, T. (2021). Impact of teachers’ workload on their time management skills at university level. Indian Journal of Economics and Business, 20(3), 819-829.
Higher Education Academy. (2015). Framework for flexible learning in higher education. https://www.heacademy.ac.uk/system/files/downloads/flexible-learning-in-HE.pdf
Horizon Report. (2015). The 2015 horizon report: Higher education edition. The New Media Consortium.
Irwin, C.W., & Stafford, E.T. (2016). Survey Methods for Educators: Collaborative Survey Development (Part 1 of 3). REL 2016-163. Regional Educational Laboratory Northeast & Islands.
Joaquin, J.J. B., Biana, H.T., & Dacela, M.A. (2020). The Philippine higher education sector in the time of COVID-19. Frontiers in Education (p. 208). Frontiers.
Ko, S., & Rossen, S. (2010). Teaching online: A practical guide. Routledge.
Lee, J. (2015). Flexible learning in higher education: What role do communications play? The International Journal of Educational Management, 29(4), 532-548.
Limperos, A.M., Buckner, M.M., Kaufmann, R., & Frisby, B.N. (2015). Online teaching and technological affordances: An experimental investigation into the impact of modality and clarity on perceived and actual learning. Computers & Education, 83, 1-9.
Li, K.C., & Wong, B.Y.Y. (2018). Revisiting the definitions and implementation of flexible learning. Innovations in open and flexible education, 3-13.
Liu, X., Rios, A., & Yildirim, I. (2017). Online learning in higher education: The influence of the internet and technology on student engagement and learning. Educational Technology & Society, 20(3), 100-110.
Macalde, R. (2020). Presentation of Dr. Robertino Macalde during the CHED-SEAMEO Joint Webinar on May 12, 2020. https://chedro3.ched.gov.ph/wp-content/uploads/2020/10/CMO-No.4-s.-2020-Guidelines-on-the-Implementationof-Flexible-Learning.pdf
MacLean, P., & Scott, B. (2011). Competencies for learning design: A review of the literature and a proposed framework. British Journal of Educational Technology, 42(4), 557-572.
Magsambol, B. (2020). No student left behind? During pandemic, education ‘only for those who can afford’. Rappler. https://rappler.com/newsbreak/indepth/education-only-for-peoplewho-can-afford-coronavirus-pandemic.
Mandal, S. (2018). The competencies of the modern teacher. International Journal of Research in Engineering, Science and Management, 1(10), 351-360.
Masry-Herzalah, A., & Dor-Haim, P. (2022). Teachers’ technological competence and success in online teaching during the COVID-19 crisis: The moderating role of resistance to change. International Journal of Educational Management, 36(1), 1-13.
Martin, F., Budhrani, K., & Wang, C. (2019). Examining Faculty Perception of Their Readiness to Teach Online. Online Learning, 23(3), 97-119.
Martin, F., Wang, C., Jokiaho, A., May, B., & Grübmeyer, S. (2019). Examining Faculty Readiness to Teach Online: A Comparison of US and German Educators. European Journal of Open, Distance and E-learning, 22(1), 53-69.
McCombes, S. (2019). How to write a research proposal.
Miertschin, S.L., Goodson, C.E., & Stewart, B.L. (2015). Time management skills and student performance in online courses. In 2015 ASEE Annual Conference & Exposition (pp. 26-1585).
Moore, M.G. (2013). Handbook of distance education (3rd Ed.). Routledge.
Moshki, M., Noghabi, A.D., Darabi, F., Palangi, H.S., & Bahri, N. (2016). The effect of educational programs based on the theory of planned behavior on parental supervision in students’ television watching. Medical Journal of the Islamic Republic of Iran, 30, 406.
Neng, S.L., & Cheo, N. (2022). The effect of teachers’ participation in seminars on their teaching effectiveness in secondary schools in Tubah Sub Division. Procedia of Philosophical and Pedagogical Sciences, 178-191.
Parrocha, A. (2020). HEIs May Hold Limited Face-to-face Classes in MGCQ Areas. Quezon City, PH: Philippine News Agency.
Randall, F.A. (2001). Factor analysis of online instruction self-efficacy using the Tennessee online instruction survey. The University of Tennessee.
Rollnick, S., Mason, P., & Butler, C. (2001). Health behavior change: A guide for practitioners. Edinburgh, UK: Churchill Livingstone.
Siemens, G. (2005). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology and Distance Learning, 2(1), 3-10.
Skramstad, E., Schlosser, C., & Orellana, A. (2012). Teaching presence and communication timeliness in asynchronous online courses. Quarterly Review of Distance Education, 13(3), 183.
Spector, J.M., & De la Teja, I. (2001). Competencies for online teaching. ERIC Clearinghouse on Information & Technology, Syracuse University.
Trung, T., Hoang, A.D., Nguyen, T.T., Dinh, V.H., Nguyen, Y.C., & Pham, H.H. (2020). Dataset of Vietnamese student's learning habits during COVID-19. Data in brief, 30, 105682.
Tschannen-Moran, M., Hoy, A. W., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of educational research, 68(2), 202-248.
University of the Philippines - College of Education (2020). Education Resilience and Learning Continuity Plan. Quezon City, PH: University of the Philippines - College of Education.
University of Santo Tomas. (2020). Institutional Continuity Plan during Extended and Post-ECQ. Manila, PH: University of Santo Tomas.
Williamson, B., Eynon, R., & Potter, J. (2020). Pandemic politics, pedagogies and practices: digital technologies and distance education during the coronavirus emergency.
Wiske, M. S., Sick, M., & Wirsig, S. (2001). New technologies to support teaching for understanding. International Journal of Educational Research, 35(5), 483-501.
Yamin, M., & Syahrir, S. (2020). Pembangunan pendidikan merdeka belajar (telaah metode pembelajaran). Jurnal Ilmiah Mandala Education, 6(1).