Digital learning framework for police mandatory courses: Its implication on the design of flexible learning management system for public safety

Abstract

This study was carried out to assess the adoption of digital learning design for police mandatory leadership courses. It employed a sequential explanatory mixed-method research design, which involves collecting and analyzing quantitative data from respondents first, followed by collecting and analyzing qualitative data from informants. In terms of their perception towards the adoption of digital learning, results revealed that the police students strongly agree on the overall benefits and the plans and criteria for evaluation. Spearman’s Rho correlation result also revealed a significantly high positive correlation and relationship among the police students’ perception on effectiveness and ease, plans and criteria for evaluation, and overall benefits (rs(117) = 0.824, p<.001); (rs(117) = 0.798, p<.001); and (rs(117) = 0.879, p<.001) respectively. Issues on connectivity, data limit, data speed, interaction, intense requirement for self-discipline, and instructors’ competency are some of the bottlenecks they encountered in digital learning. Therefore, it is highly recommended that the training center must seriously consider upgrading the storage capacity of its instructional management system; allocate monthly budget to increase data or storage capacity; offer free internet with strong connectivity for all police students undergoing the training inside the training center; and upskill its personnel handling digital learning and the instructors who use digital platforms to increase their digital literacy and digital fluency and to ensure sustainability, efficiency, and continuity of digital learning which are all integral facets of its flexible learning management system.