Leovigildo Lito D. Mallillin, Jocelyn B. Mallillin, Eduardo A. Carag, Jane B. Collado, Mary Grace D. Largo


Education is a continuous process of learning and it is a pinnacle of life attitude and a vision of every individual. It analyses the framework of online learning process and improvement guide during Covid 19 pandemic situation. It provides progress in work online learning process and level. The study aims to identify the different frameworks in online learning through implementation of teaching, delivery mode of teaching, support, and school system process as guide to educational system during Covid 19 pandemic. The study employs the application and benefit of Virtual Reality Design (VRD) because it possesses potential application in online learning process in education with systematic existence of design that displays the purpose of learning process and is considered as high-end design of research which is relevant to the study process. The study comprised Two Hundred Sixty Nine (269) from the professional lecturers and teachers in the different continents from Asia, Middle East, Africa, Australia, Europe, and United States of America. Random sampling technique is utilised in the study. Results of the study show an establish proper schedule of students in their regular classes during the period of Covid 19 pandemic and develop proper strategy in teaching during their lecture hours and provide focus to support students in their learning process and undertake initiatives despite of the limited resources in online teaching, identify the means of delivery mode of teaching based on the needs of students in their learning process, support students in their new modality of instruction in their online classes that boost their learning potential ability, and school provides guidelines for the online learning of student tools during Covid 19 pandemic to ensure better education.


Article visualizations:

Hit counter


framework in online learning process, online learning, guide to educational teaching, Covid 19 pandemic, implementation of teaching process, delivery mode of teaching, support in the learning process, and school system process

Full Text:



Bao, W. (2020). COVID‐19 and online teaching in higher education: A case study of Peking University. Human Behavior and Emerging Technologies, 2(2), 113-115.

Basilaia, G., & Kvavadze, D. (2020). Transition to online education in schools during a SARS-CoV-2 coronavirus (COVID-19) pandemic in Georgia. Pedagogical Research, 5(4), 1-9.

Borup, J., Graham, C. R., West, R. E., Archambault, L., & Spring, K. J. (2020). Academic Communities of Engagement: an expansive lens for examining support structures in blended and online learning. Educational Technology Research and Development, 68(2), 807-832.

Carag E. A. (2020). Pedagogical approaches used by teachers in teaching MAPEH in the Division of Tuguegarao City, Philippines. International Journal of Psychosocial Rehabilitation, 24(08).

Celardo, L., & Everett, M. G. (2020). Network text analysis: A two-way classification approach. International Journal of Information Management, 51, 102009.

González-González, C. S., Infante-Moro, A., & Infante-Moro, J. C. (2020). Implementation of E-proctoring in Online Teaching: A Study About Motivational Factors. Sustainability, 12(8), 3488.

Hilliger, I., Aguirre, C., Miranda, C., Celis, S., & Pérez-Sanagustín, M. (2020, March). Design of a curriculum analytics tool to support continuous improvement processes in higher education. In Proceedings of the Tenth International Conference on Learning Analytics & Knowledge (pp. 181-186).

Hussin, W. N. T. W., Harun, J., & Shukor, N. A. (2019). Online Interaction in Social Learning Environment towards Critical Thinking Skill: A Framework. Journal of Technology and Science Education, 9(1), 4-12.

Jensen, L., Price, L., & Roxå, T. (2020). Seeing through the eyes of a teacher: differences in perceptions of HE teaching in face-to-face and digital contexts. Studies in Higher Education, 45(6), 1149-1159.

Mallillin, L. L. D. (2020). Different Domains in Learning and the Academic Performance of the Students. Journal of Educational System, 4(1), 1-11.

Mallillin, L. L. D., Carag, E. A., Mallillin, J. B., & Laurel, R. D. (2020). Integration of knowledge through online classes in the learning enhancement of students. European Journal of Open Education and E-learning Studies.

Owusu-Fordjour, C., Koomson, C. K., & Hanson, D. (2020). The impact of Covid-19 on learning-the perspective of the Ghanaian student. European Journal of Education Studies.

Pastor, C. K. L. (2020). Sentiment Analysis on Synchronous Online Delivery of Instruction due to Extreme Community Quarantine in the Philippines caused by Covid-19 Pandemic. Asian Journal of Multidisciplinary Studies, 3(1), 1-6.

Picciano, A. G. (2017). Theories and frameworks for online education: Seeking an integrated model. Online Learning, 21(3), 166-190.

Rabiman, R., Nurtanto, M., & Kholifah, N. (2020). Design and Development E-Learning System by Learning Management System (LMS) in Vocational Education. Online Submission, 9(1), 1059-1063.

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, 1-23.

Rebele, J. E., & Pierre, E. K. S. (2019). A commentary on learning objectives for accounting education programs: The importance of soft skills and technical knowledge. Journal of Accounting Education, 48, 71-79.

Reimers, F. M., & Schleicher, A. (2020). A framework to guide an education response to the COVID-19 Pandemic of 2020. OECD. Retrieved April, 14, 2020.

Sellnow-Richmond, D., Strawser, M. G., & Sellnow, D. D. (2020). Student perceptions of teaching effectiveness and learning achievement: A comparative examination of online and hybrid course delivery format. Communication Teacher, 34(3), 248-263.

Tawafak, R. M., Romli, A. B., bin Abdullah Arshah, R., & Malik, S. I. (2020). Framework design of university communication model (UCOM) to enhance continuous intentions in teaching and e-learning process. Education and Information Technologies, 25(2), 817-843.

Verawardina, U., Asnur, L., Lubis, A. L., Hendriyani, Y., Ramadhani, D., Dewi, I. P., ... & Sriwahyuni, T. (2020). Reviewing Online Learning Facing the Covid-19 Outbreak. Talent Development & Excellence, 12.

Viberg, O., Khalil, M., & Baars, M. (2020, March). Self-regulated learning and learning analytics in online learning environments: a review of empirical research. In Proceedings of the Tenth International Conference on Learning Analytics & Knowledge (pp. 524-533).

Vlachopoulos, D., & Makri, A. (2019). Online communication and interaction in distance higher education: A framework study of good practice. International Review of Education, 65(4), 605-632.

Voet, M., & De Wever, B. (2019). Teachers’ adoption of inquiry-based learning activities: The importance of beliefs about education, the self, and the context. Journal of teacher education, 70(5), 423-440.

Yun, H., Park, S., Kim, D., Jung, E., & Yoon, M. (2020). The influence of academic level and course delivery mode on the use of motivational regulation strategies and learning engagement. Australasian Journal of Educational Technology, 36(3), 89-103.

DOI: http://dx.doi.org/10.46827/ejoe.v5i2.3274


  • There are currently no refbacks.

Copyright © 2015-2018. European Journal of Open Education and E-learning Studies (ISSN 2501-9120) is a registered trademark of Open Access Publishing GroupAll rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms.

All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).