Adaptability of Teachers and Learners in the Use of Virtual Classroom in the Selected Elementary Schools in Lucena City

Online learning environments can offer learners opportunities for flexibility, interaction and collaboration distinctly different from face-to-face learning environments. However, the integration of educational technologies also presents challenges and concerns in relation to students learning. This study aimed to proposed an action plan to address the adaptability of teachers and learners in the use of virtual classroom. The study utilized random sampling method of research in order to gathered information about the identify the level of adaptability of the respondents in the virtual classroom in terms of: course interaction, synchrony/asynchrony, usefulness and ease of use, and sense of community and the challenges encountered by the respondents in the virtual classroom. Also the researcher came up with the following specific objectives: the demographic profile of the student-respondents in terms of: age and sex. And the demographic profile of teacher-respondents in terms of: age, sex, highest educational attainment and civil status. Data were gathered using checklist questionnaire. Weighted mean and percentage were used as the statistical treatment. Thus, the teacher-respondents were at the age of 21-30 years old female teachers and the student-respondents were at the age of 10-12 years old. That both respondents are “Very Satisfied” in the level of adaptability of the respondents in the virtual classroom in terms of: course interaction, synchrony/asynchrony, usefulness and ease of use, and sense of community “High” in the challenges encountered by the respondents in the virtual classroom.