Asia Pacific Journal of Multidisciplinary Research, Vol. 7, No. 4, Part III, November, 2019 _____________________________________________________________________________________________________________________ 112 P-ISSN 2350-7756 | E-ISSN 2350-8442 | www.apjmr.com E-Learning Effectiveness as Inputs for a Learning Management System Framework and Policy Ana Sheryl Lynn S. Catura, Jonathan S. Dela Cruz College of Arts and Sciences, Bicol State College of Applied Sciences and Technology, Philippines 1 aslcatura@biscast.edu.ph, 2 jsdelacruz@biscast.edu.ph Date Received: September 13, 2019; Date Revised: November 18, 2019 Asia Pacific Journal of Multidisciplinary Research Vol. 7 No.4, 112-117 November 2019 Part III P-ISSN 2350-7756 E-ISSN 2350-8442 www.apjmr.com CHED Recognized Journal ASEAN Citation Index Abstract –This study focused on the evaluation of a web-based virtual classroom initially piloted in one state college in the Philippines, with the aim of crafting an institutional framework policy for a Learning Management System for the College. A modified Web-based Learning Environment Instrument (WEBLEI) was used to gather data quantitatively on students’ and teachers’ observations on effectiveness. It measured the respondent’s observations across four (4) scales which include Access, Interaction, Response and Results, using a 5-point Likert scale from students and teachers’ responses. A sample of five (5) teachers and 132 students, who participated in the pilot implementation of the web-based virtual classroom during the previous school year comprised the respondents. Results showed that both students and teachers moderately agreed that the web-based virtual classroom was convenient and accessible, interactions were evident. Lessons became more interesting and kept them focused on their lesson. Weak internet connection is one of the issues raised by the respondents on the implementation which hindered the optimal utilization of the system. Documents analyses, as well as inputs from the evaluation, were used to come up with an institutional system framework and policy adapting the E-learning framework of Kahn. The LMS Policy includes the following aspects: (1) Rationale and Objectives, (2) Design and Development, (3) Management and Usage, (4) Guidelines of Use (5) Monitoring and Evaluation and (6) Effectivity. For more effective implementation, blended learning as a teaching-learning strategy should be widely disseminated to all faculty and students. The impact on student’s learning may also be planned after two or three years of implementation to measure its significant contribution students’ performance. Keywords – Blended Learning, Google classroom. Web-based Virtual Classroom INTRODUCTION The Web has become a powerful global medium for learning. As such, educational institutions are experiencing great changes as they are faced by the rapid pace of technological and economic development, thus the domains of teaching and learning need to adopt to concepts of e-learning. E- learning provides flexibility and convenience on the part of both the teacher and learner as it provides easy access to education since anyone can learn anywhere and anytime without constraints of time and place. The use of technological gadgets while integrating with world wide web has created a big impact in the teaching-learning environment taking the benefits of internet services and online tools available in the cloud. Through the advancement of web-based technology, a software system such as the Learning Management System (LMS) is used to enhance learning in various conditions. LMS is based on the principle of e-learning platform ultimately aimed to effectively accomplish the instruction which could be optimized for supporting important instructional activities such as instructional management, interaction, evaluation and information guidance [1]. In other words, LMS is not just a tool that provides users with convenient facilities such as sending email, distributing handouts or keeping an online grade book. Essentially, an LMS provides an automated mechanism for delivering course content and tracking learner program. LMS also allows students to view multimedia lectures, communicate with their teachers and each other in teaching the communities, download course material, take online quizzes and submit homework and assignment [2]. LMS also provides tools for multimedia contents, assignments, and supporting interaction, including discussion groups, chat sessions, and online quizze s and examinations. Due to numerous online learning, e- learning platforms and virtual classrooms, educators and researchers are concerned that there is danger that learning in that medium becomes driven by