Addressing Challenges Towards Online Learning Framework
DOI:
https://doi.org/10.69569/jip.2025.765Keywords:
Online platforms, Learning challenges, Online learningAbstract
This paper investigated the extent of online platform support mechanisms and solutions for managing students' learning capabilities and relationships, and the extent to which well-being moderates students' experiences of these mechanisms and solutions. The study employed a descriptive–correlational research design using an expert-validated and reliability-tested questionnaire. A total of 353 students, selected through proportional stratified random sampling, participated in the study. Data were analyzed using descriptive and inferential statistics. Findings showed that platform support mechanisms were available to a moderate extent but did not meet the benchmark for high or adequate support. Despite this limitation, platform support mechanisms were statistically significant predictors of the effectiveness of platform-based solutions. By contrast, platform solutions were highly rated and demonstrated a significant enhancement in students' digital learning capabilities, engagement, and autonomy. Correlation and regression analyses revealed a moderate but statistically significant positive relationship between platform support mechanisms and platform solution effectiveness, indicating that support is an enabling factor for solution effectiveness. The moderation analyses also showed that student well-being significantly moderates the relationships between the platform's support mechanisms and the online learning experience, as well as between platform solutions and the online learning experience. The more emotionally and mentally well students were, the greater their capacity to employ support mechanisms, use solutions, and maintain engagement in an online learning environment. The findings emphasize that successful online learning should not be based solely on the availability of functioning platforms and organized solutions. However, they should also be supported by the long-term consideration of students' emotional and mental health. The study proposes a Student-Centered Online Learning Framework that integrates platform support, digital literacy development, solution readiness, well-being integration, and institutional sustainability to promote inclusive, resilient, and sustainable online education.
Downloads
References
Acang, M., Esplago, J., Lomo, L.A., Docabo, C.A., Simborios, M., Amado, M., Ceblano, P.R., Cherreguine, M., Baldomar, M.L.M., Ceblano, F.R., Gabilan, J., & Paano, Z.N. (2024). Extent of implementation of Alternative Delivery Mode (ADM) and academic performance of Key Stage 1 learners of Taft District. EPRA International Journal of Multidisciplinary Research, 10(12). https://eprajournals.com/IJMR/article/14645
Adedoyin, O.B., & Soykan, E. (2020). COVID-19 pandemic and online learning: The challenges and opportunities. Interactive Learning Environments, 28(8), 1–13. https://doi.org/10.1080/10494820.2020.1813180
Ajjawi, R., Olson, R., & McNoughton, N. (2022). Emotion as reflexive practice: A new discourse for feedback practice and research. Medical Education, 56(5), 480–488. https://doi.org/10.1111/medu.14700
Al-Fraihat, D., Joy, M., Masa’deh, R., & Sinclair, J. (2020). Evaluating e-learning systems success: An empirical study. Computers in Human Behavior, 102, 67–86. https://doi.org/10.1016/j.chb.2019.08.004
Al-Maroof, R.S., & Salloum, S. (2021). An integrated model of continuous intention to use of Google Classroom. In M. Al-Emran, K. Shaalan, & A. Hassanien (Eds.), Recent Advances in Intelligent Systems and Smart Applications (Studies in Systems, Decision and Control, Vol. 295). Springer. https://doi.org/10.1007/978-3-030-47411-9_18
Alcaino, M., & Argote, P. (2024). Politics matter: How political experience mitigates learning losses caused by natural disasters. RSF: The Russell Sage Foundation Journal of the Social Sciences, 10(1), 181–204. https://doi.org/10.7758/RSF.2024.10.1.08
Alqahtani, M.A., Alamri, M.M., Sayaf, A.M., & Al-Rahmi, W.M. (2022). Investigating students’ perceptions of online learning use as a digital tool for educational sustainability during the COVID-19 pandemic. Frontiers in Psychology, 13, 886272. https://doi.org/10.3389/fpsyg.2022.886272
Angwas, R. (2025). School heads’ emergency management competencies: Its influence on continuity of teaching and learning during emergency situations in the Division of Agusan Del Sur, Philippines. International Journal of Scientific and Research Publications, 15(6). https://doi.org/10.29322/IJSRP.15.06.2025.p16225
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice-Hall, Inc.
Barbayannis, G., Bandari, M., Zheng, X., Baquerizo, H., Pecor, K.W., & Ming, X. (2022). Academic stress and mental well-being in college students: Correlations, affected groups, and COVID-19. Frontiers in Psychology, 13, 886344. https://doi.org/10.3389/fpsyg.2022.886344
Barrot, J., Llenares, I., & del Rosario, L. (2021). Students' online learning challenges during the pandemic and how they cope with them: The case of the Philippines. Education and Information Technologies, 26(6), 7321–7338. https://doi.org/10.1007/s10639-021-10589-x
Besser, A., Flett, G.L., & Zeigler-Hill, V. (2022). Adaptability to a sudden transition to online learning during the COVID-19 pandemic: Understanding the challenges for students. Scholarship of Teaching and Learning in Psychology, 8(2), 85–105. https://doi.org/10.1037/stl0000198
Beyea, D., Lim, C., Lover, A., Foxman, M., Ratan, R., & Leith, A. (2025). Zoom fatigue in review: A meta-analytical examination of videoconferencing fatigue’s antecedents. Computers in Human Behavior Reports, 17, 100571. https://doi.org/10.1016/j.chbr.2024.100571
Buchan, M.C., Bhawra, J., & Katapally, T.R. (2024). Navigating the digital world: Development of an evidence-based digital literacy program and assessment tool for youth. Smart Learning Environments, 11(8). https://doi.org/10.1186/s40561-024-00293-x
Cañizares, M., & Romero-Alvarez, D. (2025). Keeping it cool: A multi-case study of temperature, vegetation, and solar radiation in Ecuadorian schools. International Journal of Environmental Science Education, 20(6), 893–900. https://doi.org/10.1080/23748834.2025.2468019
Classen, J., & Modeste, M. (2025). Unmasking the “threat” at Central Ridge High School: A case study of school swatting incidents, false emergencies, and educational leadership responses. Journal of Cases in Educational Leadership. Advance Online Publication. https://doi.org/10.1177/15554589241312175
Córdova, A., Caballero-García, A., Drobnic, F., Roche, E., & Noriega, D. (2023). Influence of stress and emotions in the learning process: The example of COVID-19 on university students: A narrative review. Healthcare (Basel), 11(12), 1787. https://doi.org/10.3390/healthcare11121787
Crompton, H., Burke, D., Jordan, K., & Wilson, S. (2021). Learning with technology during emergencies: A systematic review of K–12 education. British Journal of Educational Technology, 52(4), 1554–1575. https://doi.org/10.1111/bjet.13114
Dacillo, M.J., Dizon, J.K., Ong, E.J., Pingol, A.M., & Cleofas, J. (2022). Videoconferencing fatigue and online student engagement among Filipino senior high school students: A mixed methods study. Frontiers in Education, 7, 973049. https://doi.org/10.3389/feduc.2022.973049
Fabito, B., Trillanes, A., & Sarmiento, J. (2020). Barriers and challenges of computing students in an online learning environment: Insights from one private university in the Philippines. arXiv preprint, arXiv:2012.02121. https://arxiv.org/abs/2012.02121
Getenet, S., Cantle, R., Redmond, P., & Albion, P. (2024). Students' digital technology attitude, literacy and self-efficacy and their effect on online learning engagement. International Journal of Educational Technology in Higher Education, 21(3). https://doi.org/10.1186/s41239-023-00437-y
Gutiérrez-Ángel, N., Sánchez-García, J.-N., Mercader-Rubio, I., García-Martín, J., & Brito-Costa, S. (2022). Digital literacy in the university setting: A literature review of empirical studies between 2010 and 2021. Frontiers in Psychology, 13, 896800. https://doi.org/10.3389/fpsyg.2022.896800
Ha, S., & Kim, S. (2024). Developing a conceptual framework for digital platform literacy. Telecommunications Policy, 48(3), Article 102682. https://doi.org/10.1016/j.telpol.2023.102682
Hasan, N., & Bao, Y. (2020). Impact of "e-learning crack-up" perception on psychological distress among college students during COVID-19 pandemic: A mediating role of "fear of academic year loss." Children and Youth Services Review, 118, 105355. https://doi.org/10.1016/j.childyouth.2020.105355
Hehir, E., Zeller, M., Luckhurst, J., & Chandler, T. (2021). Developing student connectedness under remote learning using digital resources: A systematic review. Education and Information Technologies, 26(5), 6531–6548. https://doi.org/10.1007/s10639-021-10577-1
Islam, M.A., Barna, S., Raihan, H., Siddiqui, M.N.A., & Reza, H.M. (2020). Depression and anxiety among university students during the COVID-19 pandemic in Bangladesh: A web-based cross-sectional survey. PloS One, 15(8), e0238162. https://doi.org/10.1371/journal.pone.0238162
Jaca, C.A. (2022). Students’ online class experiences using Google Classroom amidst the COVID-19 pandemic. Randwick International of Education and Linguistics Science (RIELS) Journal, 3(1), 58–68. https://doi.org/10.47175/rielsj.v3i1.409
Jahan, F., Zviedrite, N., Gao, H., Ahmed, F., & Uzicanin, A. (2022). Causes, characteristics, and patterns of prolonged unplanned school closures prior to the COVID-19 pandemic—United States, 2011–2019. PLOS One, 17(7), e0272088. https://doi.org/10.1371/journal.pone.0272088
Joshi, D.R., Khanal, J., Chapai, K.P.S., & Adhikari, K.P. (2025). The impact of digital resource utilization on student learning outcomes and self-efficacy across different economic contexts: A comparative analysis of PISA, 2022. International Journal of Educational Research Open, 8, 100443. https://doi.org/10.1016/j.ijedro.2025.100443
Kanu, I.A., Paul, P.M., Bazza, M.B., Kamai, P., Kanyip, P.B., & Onukwuba, M. (2024). Educational insecurity in Northwest Nigeria. International Journal of Religion, 5(7), 151–164. https://doi.org/10.61707/9zmetc45
Karakas, A.B. (2025). From pandemic to earthquakes: Crisis-driven challenges in distance anatomy education. BMC Medical Education, 25, Article 1409. https://doi.org/10.1186/s12909-025-07991-1
Khalil, R., Mansour, A.E., Fadda, W.A., & Almisnid, K. (2020). The sudden transition to synchronized online learning during COVID-19: Faculty and student perceptions. BMC Medical Education, 20(1), 285. https://doi.org/10.1186/s12909-020-02208-5
Khan, R., Jahan, A., Sultana, S., Kabir, M.M., Haider, M.Z., & Roshid, M.M. (2021). Accessing online instruction amidst COVID-19 in Bangladesh: Barriers and coping strategies. Language Teaching Research Quarterly, 22, 33–48. doi:10.32038/ltrq.2021.22.03
Lagmay, E.A., & Rodrigo, M.M. (2022). The impact of extreme weather on student online learning participation. Research and Practice in Technology Enhanced Learning, 17, Article 26. https://doi.org/10.1186/s41039-022-00201-2
Lim, L.T., Regencia, Z.J., Dela Cruz, J.R., Ho, F.D., Rodolfo, M., Ly-Uson, J., & Baja, E. (2022). Assessing the effect of the COVID-19 pandemic, shift to online learning, and social media use on the mental health of college students in the Philippines: A mixed-method study protocol. PLOS One, 17(5), e0267555. https://doi.org/10.1371/journal.pone.0267555
Marin, S., Schwarz, L., & Sabarwal, S. (2024). Impacts of extreme weather events on education outcomes: A review of evidence. World Bank Research Observer, 39(2), 177–226. https://doi.org/10.1093/wbro/lkae001
Muslem, A., Mustafa, F., Rahayu, R.R., & Eridafithri. (2024). The preferred use of Google Classroom features for online learning in Indonesian EFL classes. Electronic Journal of e-Learning, 22(8), 76–92. https://doi.org/10.34190/ejel.22.8.2896
Poulos, A., & Wilson, K. (2025). Effect of heat on outdoor recess in Arizona elementary schools, July–September 2023. Public Health Reports, 140(5–6). https://doi.org/10.1177/00333549251342205
Peters, D., Calvo, R., & Ryan, R. (2018). Designing for motivation, engagement and well-being in digital experience. Frontiers in Psychology, 9, 797. https://doi.org/10.3389/fpsyg.2018.00797
Prasetyo, Y.T., Ong, A.K., Concepcion, G.K.F., Navata, F.M., Robles, R.A., Tomagos, I.J., Young, M.N., Diaz, J.F., Nadlifatin, R., & Redi, A.A.N.P. (2021). Determining factors affecting acceptance of e-learning platforms during the COVID-19 pandemic: Integrating extended technology acceptance model and DeLone & McLean IS success model. Sustainability, 13(15), 8365. https://doi.org/10.3390/su13158365
Rapanta, C., Botturi, L., Goodyear, P., Guàrdia, L., & Koole, M. (2020). Online university teaching during and after the COVID-19 crisis: Refocusing teacher presence and learning activity. Postdigital Science and Education, 2(3), 923–945. https://doi.org/10.1007/s42438-020-00155-y
Saleem, F., Chikhaoui, E., & Malik, M.I. (2024). Technostress in students and quality of online learning: Role of instructor and university support. Frontiers in Education, 9, Article 1309642. https://doi.org/10.3389/feduc.2024.1309642
Scheel, L., Vladova, G., & Ullrich, A. (2022). The influence of digital competences, self-organization, and independent learning abilities on students’ acceptance of digital learning. International Journal of Educational Technology in Higher Education, 19(1), 44. https://doi.org/10.1186/s41239-022-00350-w
Serhan, D. (2020). Transitioning from face-to-face to remote learning: Students’ attitudes toward Zoom and Google Classroom. International Journal of Technology in Education and Science, 4(4), 335–342. https://doi.org/10.46328/ijtes.v4i4.148
Yusoff M.S.B. (2019). ABC of content validation and content validity index calculation. Education in Medicine Journal, 11(2), 49–54. https://doi.org/10.21315/eimj2019.11.2.6
Zhang, R., Bi, N.C., & Mercado, T. (2022). Do Zoom meetings really help? A comparative analysis of synchronous and asynchronous online learning during the COVID-19 pandemic. Journal of Computer Assisted Learning, 38(6), 1685–1698. https://doi.org/10.1111/jcal.12740
Zhao, Y., Gómez, M.C., Llorente, A.M., & Zhao, L. (2021). Digital competence in higher education: Students’ perception and personal factors. Sustainability, 13(21), 12184. https://doi.org/10.3390/su132112184
Zuñiga-Tonio, J. (2021). Google Classroom as a tool of support for flexible learning in the new normal. Journal of Education Management and Development Studies, 1(2), 25–39. https://doi.org/10.52631/jemds.v1i2.20
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Journal of Interdisciplinary Perspectives
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
