Innovative Technology and Education: A Multidisciplinary Journal
Published July 5, 2026 | Version v1
Journal article Open

Bridging the Virtual Divide: Faculty Digital Competence and Student Perceptions of Online Learning at Manuel L. Quezon University

Authors/Creators

  • 1. Manuel L. Quezon University

Description

The rapid transition to digital modalities has fundamentally altered the higher education landscape, necessitating a critical examination of the "virtual divide" between those who deliver and those who receive instruction. This study examined the perspectives of faculty (N = 40) and students (N = 152) at the Manuel L. Quezon University (MLQU) regarding online learning competence and satisfaction. Utilizing the Digital Pedagogy Competency Scale (DPCS) and the Students' Perception on Online Learning (SPOL) instrument, the research analyzed demographic profiles, technological readiness, and pedagogical alignment.

Results indicated that the faculty possesses significant experience, with 92.4% having taught online for at least two years. Faculty demonstrated high competence in student intervention (100%) but revealed significant gaps in copyright awareness (36%) and peer-sharing strategies (56%). On the student side, while 78.3% reported stable internet access, they expressed a distinct preference for the traditional classroom, with Conventional Learning and Communication receiving the highest domain mean (3.02). Students viewed faculty competence positively (2.90) but reported the lowest satisfaction in Online Platform and Communication for Learning (2.50) and expressed significant discomfort with online laboratory courses (2.29).

The findings suggest that while technical delivery is proficient, a pedagogical divide persists in social presence and practical application. This study underscores the need for institutional focus on enhancing collaborative digital strategies and addressing the socio-emotional limitations of virtual environments to ensure a more cohesive educational experience.

Keywords: Online Learning, Virtual Divide, Faculty Competence, Student Perception, TPACK, Higher Education, MLQU

Notes

Publisher: ZincirX Inc. (SciMatic). Published by ZincirX Inc. under its SciMatic brand in Innovative Technology and Education: A Multidisciplinary Journal. Copyright © 2026 ZincirX Inc. Licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International licence (CC BY-NC-ND 4.0).

Files

itemj-7860.pdf

Files (1.7 MB)

Name Size
md5:aa879825282c99b1582db5c349d2933e
1.7 MB Preview Download

Additional details

Related works

Is identical to
Journal article: https://scimatic.org/show_manuscript/7860 (URL)

References

  • [1] Afzal, A., Khan, S., Daud, S., Ahmad, Z., & Butt, A. (2023). Addressing the digital divide: Access and use of technology in education. Journal of Social Sciences Review, 3(2), 883-895. https://doi.org/10.54183/jssr.v3i2.326
  • [2] Akpen, C. N., Asaolu, S., Sampson, S., Atobatele, S., & Okagbue, H. (2024). Impact of online learning on student's performance and engagement: a systematic review. Discov Educ, 205, 3. https://doi.org/10.1007/s44217-024-00253-0
  • [3] Alshammari, S., & Alrehaili, T. (2025). The effect of teaching, social, and cognitive presence on student engagement in online courses: a structural equation modelling approach. Acta Psychologica (Science Direct), 258. https://doi.org/10.1016/j.actpsy.2025.105183
  • [4] Bergdahl, N. (2022). Engagement and disengagement in online learning. Computers & Education, 188. https://doi.org/10.1016/j.compedu.2022.104561
  • [5] Cheung, S., Wang, F. L., & Kwok, L. F. (2023). Online learning and blended learning: new practices derived from the pandemic-driven disruption. Journal of Computing in Higher Education, 35, 1-5. https://doi.org/10.1007/s12528-023-09350-9
  • [6] Falloon, G. (2020). From digital literacy to digital competence: the teacher digital competency (TDC) framework. Educational Technology Research and Development, 68, 2449-2472. https://doi.org/10.1007/s11423-020-09767-4
  • [7] George, G. (2026). Factors influencing ICT integration in the teaching-learning process among faculty- a structural equation modeling approach. SN Social Sciences, 45(6). https://doi.org/10.1007/s43545-026-01341-8
  • [8] Huang, K., & Lee-Post, A. (2025). Enhancing online college students' self-regulated learning and performance through self-assessments and commitment strategies. The Internet and Higher Education, 67. https://doi.org/10.1016/j.iheduc.2025.101033
  • [9] Koehler, M., Mishra, P., Kereluik, K., Shin, T., & Graham, C. (2014). The Technological Pedagogical Content Knowledge Framework. Handbook of Research on Educational Communications and Technology. Springer, New York, NY. https://doi.org/10.1007/978-1-4614-3185-5_9
  • [10] Nanjundeswaraswamy, T. S., Swamy, D. R., Rashimi, S., & Kanagasingan, V. (2022). Design and development of a scale to measure student's perceptions on online learning. Proceedings on Engineering Sciences, 04(3), 239-250. https://doi.org/10.24874/PES04.03.002
  • [11] Rawat, S., Tiwari, S., Sharma, M., & Singh, N. (2024). The digital pedagogy competence scale (DiPeCoS): development and validation. Research and Practice in Technology Enhanced Learnign, 19-18. https://doi.org/10.58459/rptel.2024.019018
  • [12] Rindenow, E., Davidovitch, N., & Dorot, R. (2025). Teaching and learning in new spaces: the pedagogy-suited learning space approach. Cogent Education, 12(1). https://doi.org/10.1080/2331186X.2025.2560615
  • [13] Sarkar, M., Gutierrez-Bucheli, L., Yip, S. Y., Lazarus, M., Wright, C., White, P. J., Hiscox, T. J., & Berry, A. (2024). Pedagogical content knowledge (PCK) in higher education: A systematic scoping review. Teaching and Teacher Education. https://doi.org/10.1016/j.tate.2024.104608
  • [14] Urrete, J. (2023). The impact of educational philosophies on teaching practices: a study on the reflection of different philosophies in the classroom. International Journal for Multidisciplinary Research, 5(5), 10-21. https://doi.org/10.36948/ijfmr.2023.v05i05.7771 van de Werfhorst, H. G., Kessenich, E., & Geven, S. (2022). The digital divide in online education: Inequality in digital readiness of students and schools. Computers and Education Open, 3. https://doi.org/10.1016/j.caeo.2022.100100.
  • [15] Vassilakopoulou, P., & Hustad, E. (2023). Bridging digital divides: a literature review and research agenda for information systems research. Information Systems Frontiers, 25, 955-969. https://doi.org/10.1007/s10796-020-10096-3
  • [16] Vassilakopoulou, P., & Hustad, E. (2023). Bridging digital divides: A literature review and research agenda for information systems research. Information Systems Frontiers, 25, 955-969. https://doi.org/10.1007/s10796-020-10096-3
  • [17] Villaseñor, A. M. (2024). Challenges and dilemmas of digitalization in philippine education: A grassroots perspective. Journal of Public Administration and Governance, 14(2). https://doi.org/10.5296/jpag.v14i2.22325