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Abstract
The growing adoption of online learning modalities in recent years has brought about a fundamental change in the educational landscape. The way students interact with information has been altered by the incorporation of digital technologies into traditional educational frameworks. Moreover, teacher preparation programs have also been greatly affected by this development. The purpose of this study is to determine and assess the effectiveness of online learning modality and to propose teacher training inputs. It is crucial to understand how effective online learning is to the professional growth of teachers as educational institutions around the world negotiate the rapid transition to digital platforms. This study provides significant insights on how well online learning is effective among students and how to prepare teacher programs. This study utilized the descriptive-comparative research design. It randomly selected 270 students and 44 teachers from the junior high school department of Adamson University. Results reveal that student respondents assessed online learning modality as moderately effective in terms of teaching presence, social and cognitive presence. The teacher respondents assessed online learning modality as highly effective in terms of teaching presence and cognitive presence, and moderately effective in terms of social presence.
