Massive open online courses (MOOC) have gained continuous popularity in the emergence of Industry 4.0. These online courses allow individuals to enroll and learn at their own time and pace. However, studies show that the completion rate of these courses could be much higher. In this study, the researchers approached MOOC learners from different educational and professional levels and used thematic analysis to determine the motivational factors contributing to the retention and completion of MOOCs among Filipino learners. The study showed that independence, engagement, course content, and rewards are the motivational factors that mainly contribute to course completion. These results are supported by the self-determination theory and several researchers who delve into topics like this study. This research contributes to the field as it sheds some light on the perspectives of learners from a country with very scarce local MOOC providers. Lastly, results from this study may be utilized by Philippine higher education institutions and government agencies when designing MOOCs for Filipino learners.

Providing support is one thing, generating an automatic ticket category based purely on the textual data provided is another. This study is working towards encouraging the educational landscape to start integrating AI in further enhancing the way students learn and the way teachers are giving their lessons. The focus of this study is to use the subset of AI that concentrates on making machines understand how humans talk which is known as NLP. By using several Python libraries, 3 text classification algorithms – namely SVM, Naïve Bayes, and logistic regression were used to train the previously collected dataset and choose the model that will be integrated to the web-based helpdesk system called HelpTech. With the help of the model, the system instantly categorizes the issue submitted by the end users resulting to an easier way to use the educational tools available which assist the stakeholders in developing their digital literacy.

Student engagement and enrichment are key factors as learners have shifted from the traditional classroom to the virtual classroom when a flexible learning environment has been in place. It has posed a challenge for educators to shift from traditional educational methods to the utilization of technology-enhanced learning all the more since online and flexible mode were often used since the pandemic. This paper intends to convey that students may exhibit engagement inside the virtual classroom by posting student-generated questions during a discussion forum in the Canvas LMS as question-based inquiries. More so, students have enjoyed and increase their academic performance by playing and participating in a gamified learning activity. This research discussed an activity in encouraging students' learning, curiosity, and involvement in online learning environments. The authors aim for this objective by fusing the 1) utilization of student-generated questions in the goal of promoting learning and thinking, and 2) boosting student engagement through the use of gamified activities which increases students’ academic performance. These intentions will be realized in the virtual classroom implementation and its assessment. Employing the Canvas New Analytics, 148 first year-second semester students questioned their teacher about a course topic and as their questions were each replied to, they were graded through discussion post with an average grade of 99% for all sections. The game Jeopardy was played as an examination review session for the same sections and 181 students from the four sections have an average grade score of 77.5% in their midterm examination. A course learning objective item is also measured with a university target that at least 60% of students should reach an average grade score of 80% and above. For the CLO target, average of four sections reached 68.3% which is descriptively attained. Generating questioned-based inquiry in the forum discussion showed an increase in engagement and enrichment from students. The findings have a positive impact on them as their posted inquiries and questions gained them grades which indicated high average grade for each section. Utilizing a gamified learning activity in a pure online setting for the school year 2021-2022, allowing the students to participate in educational games is necessary to boost engagement and enrichment as well.

Facebook is an alternative tool that has gained popularity as a telemedicine platform among physicians and patients. Given its accessibility and relatively low acquisition costs, research needs to highlight the factors that drive its adoption to ensure its adequate governance and continued use to support digital transformation initiatives in the healthcare services delivery. Guided by the Uses and Gratifications theory, the researchers interviewed physicians (n=16) with different specializations to identify critical motivators in using Facebook for telemedicine. The thematic analysis of the interview transcripts found that familiarity with technology, information exchange, convenience, and social connections are usage gratifications derived from Facebook for telemedicine. This paper outlines the implications of its findings in the context of the study where telemedicine adoption is slow and social media use is prevalent. Future directions are discussed along with the implications of the study in various social institutions such as healthcare providers, the government, and the academe.