SDCA Journal of Information Technology

Abstract

The study attempted to explore the general efficiency gains to full online class delivery, and how students respond to it. Documents were analyzed using rubrics on information processing and critical thinking skills. Document analysis showed high to very high ability in information processing skills and satisfactory ability in critical thinking. There is a general gain in online teaching and learning to a certain aspect. Majority are those of activities that allow students more time and flexibility. In short, online class remains effective in developing the information processing and critical thinking skills. Limitations of the study include the number of documents and participants. Increasing the number of documents and participants can validate the generalizability of the study. While the use of rubrics for analysis is valid, there is still a need to add more research methods to add rigor to the study such as the use of quantitative approach and to be able to measure other aspects in information processing and critical thinking skills. Moreover, E-learning and teaching are complex process that should be examined in parallel by both facilitator and the users. The researcher recommends that end-of-the-semester evaluation of the module should be done both by the students, and by the curriculum developers to measure the current needs of the students.

Keywords: Teaching and learning, blended learning, full online, e-learning.