E-Learning Accessibility in Remote Alternative Learning System Contexts

The integration of e-learning has emerged as a key strategy for expanding educational access among marginalized learners, particularly within the Alternative Learning System (ALS) serving geographically isolated communities. However, disparities in technological resources and socioeconomic conditions continue to shape learners’ participation in digital instruction. This study examined the level of accessibility of e-learning platforms among ALS learners in remote areas of Tago, Surigao del Sur, Philippines. Using a quantitative research design, data were collected from 48 respondents composed of ALS facilitators and Grade 11 learners selected through purposive sampling. A validated survey instrument measured accessibility across three dimensions: availability of devices and internet connection, affordability of e-learning tools, and platform compatibility with local technological infrastructure.Findings revealed that overall e-learning accessibility was perceived as accessible, with device and internet availability receiving the highest ratings. However, affordability emerged as the most significant constraint, as recurring expenses related to mobile data and device maintenance limited sustained participation in online learning. Although facilitators demonstrated greater confidence in platform compatibility, statistical analysis showed no significant difference between learners’ and facilitators’ perceptions of accessibility, indicating shared structural barriers within remote ALS contexts. The study highlights that improving e-learning accessibility requires coordinated policy interventions, infrastructure investment, and context-responsive instructional strategies. Without sustained financial and institutional support, the expansion of e-learning in remote learning environments may reinforce existing educational inequalities rather than mitigate them.

Alternative Learning System (ALS), e-learning accessibility, digital divide

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