INQUIRY ON THE ADOPTION OF LMS FOR ONLINE ENGLISH TEACHING AND LEARNING

Abstract

The purpose of this study was to explore the teaching and learning patterns
in the utilization of Canvas in the College Academic Skills in English (CASE)
subject through the lens of the community of inquiry framework that
discusses the educational experience within the social and cognitive presence.
Using criterion sampling, qualitative data were collected from five teachers
and sixty-four students from the Far Eastern University – Manila. The data
were analyzed through thematic analysis. The findings revealed that
indicators of each presence were evident in terms of establishing teacher and
student relationship through asynchronous communication and engagement
in subject specific assessments and activities that incorporate critical
thinking and collaborative learning. The findings suggested that the
asynchronous learning of CASE subject in Canvas can have socio-emotional
discourse among the members of the community of learning, improve the
reading and writing skills of the students, and flexible learning management