Bridging the Virtual Divide: Faculty Digital Competence and Student Perceptions of Online Learning at Manuel L. Quezon University

The rapid transition to digital modalities has fundamentally altered the higher education landscape, necessitating a critical examination of the "virtual divide" between those who deliver and those who receive instruction. This study examined the perspectives of faculty (N = 40) and students (N = 152) at the Manuel L. Quezon University (MLQU) regarding online learning competence and satisfaction. Utilizing the Digital Pedagogy Competency Scale (DPCS) and the Students’ Perception on Online Learning (SPOL) instrument, the research analyzed demographic profiles, technological readiness, and pedagogical alignment. Results indicated that the faculty possesses significant experience, with 92.4% having taught online for at least two years. Faculty demonstrated high competence in student intervention (100%) but revealed significant gaps in copyright awareness (36%) and peer-sharing strategies (56%). On the student side, while 78.3% reported stable internet access, they expressed a distinct preference for the traditional classroom, with Conventional Learning and Communication receiving the highest domain mean (3.02). Students viewed faculty competence positively (2.90) but reported the lowest satisfaction in Online Platform and Communication for Learning (2.50) and expressed significant discomfort with online laboratory courses (2.29). The findings suggest that while technical delivery is proficient, a pedagogical divide persists in social presence and practical application. This study underscores the need for institutional focus on enhancing collaborative digital strategies and addressing the socio-emotional limitations of virtual environments to ensure a more cohesive educational experience.