ABSTRACT
This qualitative phenomenological study explored the experiences of teachers and learners in using Quipper Online Learning. Teachers reported benefits such as easier lesson management and tracking, the creation of engaging and flexible learning environments, and improved efficiency in blended learning. Learners experienced advantages including self-paced learning, increased autonomy, interactive learning experiences, and convenient access to lessons anytime and anywhere. However, teachers faced challenges related to internet connectivity, technical issues, student motivation, and platform navigation. Learners also encountered difficulties such as technical limitations, complex lessons, and distractions at home. To address these challenges, teachers used various instructional strategies, provided guides, conducted synchronous sessions, and maintained communication with learners. Learners adopted coping strategies such as downloading lessons in advance, seeking assistance, dividing tasks into manageable parts, and managing their time effectively. Overall, Quipper supports flexible learning but depends on technology access and support systems.
Keywords: Teachers, Learners, Experiences, Quipper Online Learning, Enhancement Program
INTRODUCTION
The integration of online learning platforms in Philippine education has become increasingly significant, especially with the shift to flexible and remote learning modalities. To ensure continuity of education, many schools have adopted Learning Management Systems (LMS) that support digital instruction, assessment, and monitoring of learners’ progress. One of the widely used platforms in the country is Quipper Online Learning, which has been implemented in both public and private secondary schools.
Quipper Online Learning is designed to assist teachers in delivering lessons, assigning activities, and tracking learner performance through a user-friendly digital environment. Learners, on the other hand, are provided with access to learning materials that allow them to study at their own pace and review lessons beyond classroom hours. Studies conducted in the Philippine context indicate that Quipper serves as an effective LMS when properly utilized, as it enhances instructional delivery and supports learner engagement (Garcia et al., 2022; Sumampong et al., 2023).
Teachers’ digital competence, instructional strategies, and attitudes toward technology influence how well the platform is integrated into the teaching-learning process. Garcia et al. (2022) emphasized that teachers’ experiences using Quipper affect classroom management, assessment practices, and learner participation. Similarly, learners’ experiences — such as ease of access, motivation, and self-efficacy — play a vital role in determining the platform’s impact on academic performance (Genelza, 2025).
At Our Lady of Peace Learning Center (OLPLEC) in New Lucena, Iloilo, Quipper Online Learning has been adopted as a supplementary instructional tool for Grade 5 and Grade 6 classes. Through this platform, teachers deliver lessons, assign activities, and monitor learner progress, while learners engage in digital learning tasks both in school and at home. Despite its widespread use, the effectiveness of Quipper Online Learning depends largely on the actual experiences of its users.
Understanding the experiences of teachers and learners is essential in determining how Quipper Online Learning supports teaching and learning, as well as identifying challenges that may hinder its effective use. Exploring these lived experiences through qualitative inquiry may provide meaningful insights that can serve as a basis for enhancing the implementation of Quipper Online Learning at OLPLEC.
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